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Part-time masters, full-time life: the emotional well-being of employed postgraduate students.

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Bibliographic Details
Title: Part-time masters, full-time life: the emotional well-being of employed postgraduate students.
Authors: Geertshuis, Susan1 (AUTHOR) s.geertshuis@auckland.ac.nz, Liu, Qian2 (AUTHOR)
Source: International Journal of Lifelong Education. May/Jun2026, Vol. 45 Issue 3, p302-319. 18p.
Subject Terms: *Part-time students, *Work-life balance, *Adult students, *Mental depression, *Anxiety, *Graduate students, Thematic analysis, Psychological well-being
Abstract: Mature postgraduate students who combine full-time work with part-time study have circumstances, aspirations and responsibilities that traditional-age university students may not share. This paper explores the perceived impact on role performance of combining work with study and its influence on emotional well-being among these students. We conducted an online survey (N = 208) using a validated instrument to assess self-reported emotional well-being. Additionally, participants provided ratings and qualitative responses to open-ended questions about the impact of combining work and study. Regression analyses revealed associations between the perceived impact of combining work with study and emotional well-being as assessed by anxiety, contentment, depression and enthusiasm. Thematic analysis of qualitative responses provided further insight into the impact of studying on work, personal lives and emotional well-being. The study offers a theoretical understanding of the interplay between the consequences of combining work and study, and the associations these have with emotional well-being. It has practical implications for the design of programmes and support regimes targeting mature students who are in full-time employment. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Mature postgraduate students who combine full-time work with part-time study have circumstances, aspirations and responsibilities that traditional-age university students may not share. This paper explores the perceived impact on role performance of combining work with study and its influence on emotional well-being among these students. We conducted an online survey (N = 208) using a validated instrument to assess self-reported emotional well-being. Additionally, participants provided ratings and qualitative responses to open-ended questions about the impact of combining work and study. Regression analyses revealed associations between the perceived impact of combining work with study and emotional well-being as assessed by anxiety, contentment, depression and enthusiasm. Thematic analysis of qualitative responses provided further insight into the impact of studying on work, personal lives and emotional well-being. The study offers a theoretical understanding of the interplay between the consequences of combining work and study, and the associations these have with emotional well-being. It has practical implications for the design of programmes and support regimes targeting mature students who are in full-time employment. [ABSTRACT FROM AUTHOR]
ISSN:02601370
DOI:10.1080/02601370.2025.2533409