SOCIODEMOGRAPHIC VARIABLES AND MENTAL HEALTH OUTCOMES AMONG PART-TIME WORKING STUDENTS

WORK–STUDY BALANCE IN HIGHER EDUCATION

Abstract

Part-time working students in higher education often face unique challenges as they attempt to balance the demands of work and study, leading to increased stress and potential mental health issues. Therefore, this paper investigated the role of sociodemographic variables and mental health outcomes for part-time working students in higher education: balancing work and study. The study employed a cross-sectional research design using a purposive sampling technique. The study population consists of 220 (F = 127, mean age = 26.85; SD = 7.35) part-time students attending the Federal College of Education, Abeokuta. Data was gathered using structured questionnaires, which included the General Health Questionnaire (GHQ-28) and the work-life balance scale (WLBS-15)
alongside sociodemographic variables. The data collected were analysed using descriptive statistics like frequency and percentage distribution table, while correlation and multiple regression were used to test the stated hypotheses. The analysis showed no significant relationship between mental health outcomes and work-study balance (r = .205, p > .05). Multiple regression analysis showed that age significantly predicted work-study balance (β = −.196, p < .05). However, gender (β = .026, p > .05) and marital status (β = .096, p > .05) were not significant predictors. Although a positive association was observed, the relationship between work–study balance and mental health outcomes was not statistically significant. The study contributes to the growing literature on working students by providing evidence from a Nigerian higher education context and highlighting the limited explanatory role of sociodemographic variables in predicting work–study balance.