engleski

Working part-time during studies: the role of flow in students’ well-being and academic achievement

Previous studies have suggested that only flow in the activity that one finds important contributes to well-being. This study was done in order to further investigate the role of flow in different activities and its impact on well-being in two types of students, i.e. nonworking students (NWS) and part-time working students (PWS). The sample comprised first and second year university students (85% female) at the University of Zagreb, 113 NWS and 110 PWS. Several questionnaires were administered in order to assess flow in different activities, well-being, and burnout. Also, students reported their grade point average (GPA). The results showed that in both groups flow in academic activities was the only stable positive predictor of well-being and academic achievement, and a negative predictor of burnout, in line with the finding that both groups of students assessed academic activities as the most important and most useful. Additionally, there were no differences between NWS and PWS in well-being, burnout, and GPA, suggesting that this PWS group was not yet experiencing any negative consequences of part- time working. The importance of introducing flow inducing activities in academic assignments is suggested as crucial for students’ well-being.

burnout ; flow ; part-time working ; university students ; well-being

nije evidentirano