Academic-Work Role Conflict and Balance among Employed Students

in Holy Name University

A Thesis Proposal to the College of Art and Sciences

Holy Name University
Tagbilaran City

by

Bulaga, Hazel Ann

Golosino, Nilo III
Leornas, Desiree Ann
Nemenzo, Angelo Matthew
Vistal, Jassen Niña

December 2023
 ii

APPROVAL SHEET

This thesis entitled Academic-Work Role Conflict and Balance among

Employed Students in Holy Name University, prepared, and submitted by Hazel Ann
Bulaga, Nilo Golosino III, Angelo Matthew Nemenzo, Desiree Ann Leornas, and Jassen
Nina Vistal, in partial fulfillment of the requirements for the degree of Bachelor of Science
in Psychology has been examined and recommended for acceptance and approval for
oral examination.

PROF. BIENDINO AURESTILLA, RPM

Content Adviser
Faculty, College of Arts and Sciences

PROF. NOEL TUAZON, LPT

Technical Adviser
Faculty, College of Arts and Sciences

PROF. HERMAE JOYCE TORAJA, LPT

Statistician
Faculty, College of Arts and Sciences

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with

a grade of __________________

DR. RAMON A. BOLORON

Chairman
Dean, College of Arts and Sciences

PROF. PINKY ROLLORATA, MA-PSY PROF. JAY JEORGIENITA OBENZA

Member Member
Faculty, College of Arts and Sciences Faculty, College of Arts and Sciences
 iii

ACCEPTANCE SHEET

Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Sciences in Psychology.

PROF. PINKY ROLLORATA, MA-PSY

Program Head, Department of Psychology

___________________
Date

DR. RAMON A. BOLORON

Dean, College of Arts and Sciences by

__________________
Date
 iv

TABLE OF CONTENTS

PAGE

Title Page ------------------------------------------------------------------------------------------- i

Approval Sheet ------------------------------------------------------------------------------------ ii

Acceptance Sheet -------------------------------------------------------------------------------- iii

Acknowledgement -------------------------------------------------------------------------------- iv

Abstract ---------------------------------------------------------------------------------------------- v

Table of Contents --------------------------------------------------------------------------------- vi

List of Tables --------------------------------------------------------------------------------------- vii

List of Figures -------------------------------------------------------------------------------------- viii

Appendices ----------------------------------------------------------------------------------------- iv

CHAPTER

I The Problem and Its Scope

Introduction

Rationale ---------------------------------------------------------------------------1

Theoretical Background --------------------------------------------------------4

Conceptual Framework ---------------------------------------------------------6

The Problem

Statement of the Problem -----------------------------------------------------20

Statement of the Hypothesis -------------------------------------------------20

 v

Significance of the Study ----------------------------------------------------20

Scope and Limitations --------------------------------------------------------22

Research Methodology

Research Design --------------------------------------------------------------23

Research Environment -------------------------------------------------------24

Research Participants --------------------------------------------------------25

Research Instruments --------------------------------------------------------26

Research Procedure ----------------------------------------------------------27

Statistical Treatment ----------------------------------------------------------30

Definition Of Terms -------------------------------------------------------------------32

References--------------------------------------------------------------------------------34

Appendices ------------------------------------------------------------------------------37

Curriculum Vitae -----------------------------------------------------------------------

 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

The school exists to provide a special environment for the formative period of

human life. The school is a consciously designed institution and its sole concern is to

educate children. This special environment is essential to explain our complex society

and civilization. This idea was backed up by the philosophy of Jean-Jacques Rousseau,

who believes that education is the only remedy to shun the evil influences of society

(Rousseau Educational Philosophy, 2022). The profound importance of education

extends to the lives of employed students, who recognize its transformative power and

actively strive to balance work responsibilities with personal growth and educational

pursuits.

However, all students’ education expenses will not cover working through college.

Parreño (2023) revealed that for the years 2008 and 2013, the high expense of education

and student employment—or while the student is looking for employment—were the main

contributors to dropout rates in the Philippines. In the data disclosed by House Assistant

Majority Leader and Nacionalista Party Rep. Gerald Anthony Gullas Jr. of Cebu in 2015,

it states that only 40% of Filipino high school graduates can afford to continue to college,
 2

which hurts the nation's chances of achieving sustained growth. According to UNESCO's

2021 Global Education Monitoring Report, 36% of Filipino households must take out loans

or accrue debt to pay for their children's education. On December 12, the research was

presented at the Rewired Forum in Dubai. According to the UNESCO report, of the

several nations polled, the Philippines had the highest rate of families borrowing money

for their children's education. In contrast to impoverished countries like Kenya, Uganda,

and Haiti, where 30% of families use loans or credit to pay for education, the number is

higher in the Philippines.

According to the Commission on Higher Education (CHED), about 216,000

students in the country are currently juggling school and work. The figure is about 8% of

the total number of college students. Some students enter a job that they are passionate

about, while others work to make a living for themselves and their loved ones. Balancing

these responsibilities requires effective time management, discipline, and perseverance,

allowing them to excel academically while fulfilling work obligations. This process of

managing multiple roles nurtures personal growth, cultivating essential life skills such as

resilience, adaptability, and a strong work ethic. Moreover, employed students bring real-

world perspectives to the classroom, enriching the learning environment for their peers

while contributing to the workforce and broader economy. Through their multifaceted

roles, employed students make meaningful contributions to their communities, forging

their unique paths and establishing a confident self-identity.

According to the National Center for Education Statistics (2022), Many

undergraduate students ages 16 to 64 are employed at the same time they are enrolled

in school. In 2020, the percentage of undergraduate students who were employed was
 3

higher among part-time students (74 percent) than among full-time students (40 percent).

Being employed can help a student pay for classes and other living expenses; it can also

be associated, either positively or negatively, with a student’s academic performance

Thus, it is important to examine employment patterns among undergraduate students and

how these patterns vary over time and by student characteristics. Employed college

students must balance competing responsibilities related to both work and school in

addition to balancing family and social life which makes their college experience more

difficult and stressful (Mills, 2020).

Role conflict arises when the expectations and demands of different roles clash,

causing stress, time constraints, and feelings of being overwhelmed. Employed students

must manage conflicting responsibilities, such as meeting academic deadlines while

fulfilling work obligations, in order to maintain a sense of balance and achieve success in

both domains. Students are to apply different management styles and strategies in order

to compromise and balance their roles as students and as workers.

Implementing strategies such as prioritizing tasks, creating schedules, and setting

realistic goals can help in allocating time for studying, attending classes, completing

assignments, and fulfilling work responsibilities. Implementing effective management

strategies is essential for working students in successfully handling role conflict. By

adopting strategies such as time management, communication, flexibility, self-care, and

setting boundaries, they can optimize their productivity, reduce stress levels, and achieve

a harmonious balance between their academic and work responsibilities.

These strategies help the students balance their roles and their demands. Abbott

(2013, pg. 44) describes work-life balance (WLB) broadly as “a state where an individual
 4

manages real or potential conflicts between different demands on his/her time and energy

in a way that satisfies his/her needs for wellbeing and self-fulfillment.” With this definition

Abbott uses the word ‘demands’ to refer to situations or obligations which an individual

experiences in either the work or family domains.

Theoretical Background

The researchers anchored this study on Role Theory and Role Boundary

Management Theory, which provides the theoretical framework for analyzing the interplay

between different roles individuals occupy within society.

Role theory, developed by sociologist Robert K. Merton, emphasizes the

significance of social roles in shaping individual behavior and identities. According to this

theory, individuals hold multiple roles simultaneously, such as student, employee, family

member, and friend, and the expectations associated with these roles can create conflicts

and tensions. Role conflict occurs when the demands and expectations of different roles

are incompatible, leading to challenges in fulfilling these roles effectively (Merton, 1957).

Role theory provides a framework for understanding how individuals manage

multiple roles in their lives, such as being a student and an employee simultaneously.

When applied to the context of employed students, role theory helps explain the potential

conflicts that can arise between their academic and work roles. In the context of role

theory, individuals are seen as occupying different social positions, and each position

entails a set of expectations, obligations, and responsibilities. Employed students face

the challenge of juggling their academic role as a student and their work role as an
 5

employee. This can lead to role conflict, which occurs when the expectations and

demands of one role are incompatible with those of another role.

Role theory is a valuable framework for understanding how individuals navigate

the complex interplay between their various roles, such as academic and work roles. In

today's fast-paced world, where individuals often juggle multiple responsibilities, the

potential for role conflict arises. Role conflict occurs when the demands, expectations,

and behaviors associated with one role clash with those of another, leading to

psychological and emotional strain. This supporting rationale explores the relevance of

role theory in comprehending academic and work role conflict and provides empirical

evidence to validate its significance. (Becker, J., 2019) A meta-analysis conducted by

Roberts and Hernandez (2021) synthesized data from various studies and confirmed a

positive correlation between role conflict and symptoms of burnout among employees and

students.
 6

Role Boundary
Role Theory
Management
Theory

Employed
Students in Holy
Name University

Academic- Work
Role Conflict Role Balance

Action Plan

Figure 1: The Conceptual Framework of the Study

 7

Working students are primarily engaged in pursuing academic goals, attending

classes, studying, and completing assignments. Academic roles involve meeting the

expectations of professors, achieving academic success, and actively participating in

learning activities. However, working students often face time constraints, which can

make it challenging to allocate sufficient time and energy to their academic responsibilities

(Eisenberger et al., 2004). As a result, conflicts may arise between the demands of their

academic role and the time and effort required for their work role. Working students also

have work roles, which involve responsibilities and expectations associated with their

employment. These roles encompass tasks, responsibilities, and performance

expectations set by employers. Moreover, work roles often require a certain level of

commitment, work hours, and mental energy, potentially interfering with the time and

effort needed to excel academically (Byrne, 2012). Consequently, working students may

encounter conflicts when their work roles demand time and effort that compete with their

academic obligations.

Role theory suggests that individuals strive to achieve role balance, where they can

successfully fulfill the expectations and demands of multiple roles without significant

conflict. However, achieving role balance can be challenging for employed students due

to the inherent conflicts between their academic and work roles. Employed students face

challenges in managing their time effectively as they try to balance academic

commitments and work responsibilities. This time conflict can lead to stress and

difficulties in meeting obligations in both roles. Additionally, the conflicting demands may

result in role strain, causing high levels of stress, fatigue, and burnout. Role ambiguity

can also arise, as students may face uncertainty regarding the expectations of their
 8

academic institutions and employers. Furthermore, value conflicts may occur when the

values associated with academic and work roles diverge. Achieving role balance, where

students successfully fulfill expectations in both roles without significant conflict, is

challenging for employed students.

The simultaneous engagement in academic and work roles can generate conflicts,

as the demands and expectations of these roles may clash. For instance, a working

student may experience time conflicts, where the hours dedicated to work prevent them

from attending classes or completing assignments on time (Sánchez-Oliver, 2015).

Additionally, cognitive conflicts can emerge when the mental strain associated with

balancing academic and work demands leads to decreased focus, motivation, and

cognitive capacity (Byrne, 2012).

These conflicts can have detrimental effects on the well-being and academic

performance of working students. High levels of role conflict can contribute to increased

stress, burnout, and decreased job and academic satisfaction (Eisenberger et al., 2004).

Moreover, the strain resulting from role conflict can lead to compromised academic

achievement and reduced work performance, affecting the overall success of working

students (Sánchez-Oliver, 2015).

Role theory offers valuable insights into understanding the challenges faced by

working students who simultaneously occupy academic and work roles. The conflicts

arising from the demands and expectations of these roles can have negative

consequences for the well-being and performance of working students. Recognizing and

addressing these conflicts is crucial to support the success and overall development of

working students within the academic and work spheres.

 9

Boundary management, or how people strive for role congruence and avoid role

incongruence, defines the strategies and mental frameworks people use to manage their

daily conflicting roles (Nippert-Eng, 1996). Individuals utilize these heuristics to provide

direction and action on several roles they engage with, sustain them, and carry them out

to address the social dilemmas. This perspective contends that people create, maintain,

and alter their boundaries in order to simplify their role arrangements and reduce the

stress caused by role conflict, particularly inter-role conflicts, which result from an

individual's inability to devote enough time and resources to balancing multiple roles'

expectations and obligations (Ashforth, Kreiner, & Fugate, 2000).

RBMT provides a framework for individuals to develop strategies to maintain

distinct roles, preventing spillover of stress and responsibilities from one domain to

another. By establishing clear boundaries, individuals can effectively compartmentalize

their roles, allowing them to be fully present and engaged in each context. This separation

fosters a sense of control and autonomy, reducing the likelihood of role conflict and

promoting overall role performance. (Clark S. C., 2000)

Keeping roles separate and segmented is the primary goal of boundary

management approaches. Roles can be integrated (i.e., techniques that enable and

control the fusion of numerous roles) or separated (competing role separation strategies).

In the student work and study domains, integrators would be at ease with, and even

prefer, if their work and study roles overlapped (for example, being able to talk about the

study while at work), whereas segmentors would opt and try to structure their boundaries
 10

so that the different domains were kept separate (for example, not having to think about

work while studying; Kossek & Lautsch, 2012).

Both integration and segmentation have positive and negative aspects. For

instance, integration can increase role blurring, which can be stressful but also aids

people in switching between roles (Ashforth et al., 2000; Winkel & Clayton, 2010). On the

other hand, segmentation makes it easier to establish role boundaries and reduces role

blurring, but it can also make it more difficult for people to switch between roles. However,

integrators and segmentors in both situations would perform and feel better if they could

reconcile the needs of the environment with their own preferences (i.e., achieve role

boundary congruence.

In support of the latter idea mentioning the balance of the interplay between

environment and an individual's preferences to attain role boundary congruence, the

person-environment (P-E) fit perspective holds that people look for and create

environments that allow them to express behaviors that are consistent with their

characteristics and satisfy their needs (cf. Su, Murdock, & Rounds, 2015).

This perspective, in turn, is supported by the tenets of boundary congruence, which

presents that people engage in multiple, complex roles, such as work and study. And that

they strive to incorporate these roles depending on their boundary preferences and

constraints imposed by the environment (e,g., job demands, study needs). Furthermore,

these individuals strive more to increase harmony in carrying out the roles (i.e., to

maximize integration or segmentation) and avoid mediocrity in the execution thereof that

feels more rewarding when they do so (Ashforth et al., 2000; Chen et al., 2009; Kreiner

et al., 2009). For instance, persons who are able to increase work-study congruence
 11

should be better able to satisfy their job and study obligations and be more content with

their work and study arrangements (e.g., by coordinating work and study schedules).

Higher work-study boundary congruence was linked to better well-being and more study

engagement in working students, according to Chu et al. (2020), who evaluated these

correlations. Contrarily, boundary incongruence (i.e., less integration than anticipated)

causes conflict between roles and decreases both individuals' abilities to carry out their

obligations (Brough and O’Driscoll, 2015). This may make it more challenging for working

students to balance employment and school (Wan et al., 2022).

However, boundary congruence is not entirely within the control of the individual

because it is influenced by contextual supports and barriers. As a result, individuals may

be forced to act against their preferences (for example, being forced to think about work

after hours when their preference is to "switch off") and continuously work toward a better

fit (for example, adjusting their needs or manipulating the environment). In this approach,

an individual tries to change their surroundings, and over time, their surroundings have

an impact on them (Kreiner et al., 2009; Mellner, 2016).

Role boundary management theory encapsulates basic tenets of how individuals

facilitate role conflicts. Awareness of the multifaceted roles one takes up and being

completely present and accountable allow him to integrate or segment these roles

effectively without comprising any of them and, of course, their well-being. Furthermore,

being proactive in the environmental and social factors from both parties (at school and

work) that may influence the incongruence of role boundaries is paramount to preventing

any role conflicts; hence, producing employed students in the community who can take

up two roles effectively, both as empowered students and efficient employees.

 12

The integration of Role Boundary Management Theory and Role Theory has

proven to be immensely valuable in understanding and addressing the challenges related

to academic-work role conflict and balance. These two theories offer complementary

insights into how individuals navigate the complexities of multiple roles and

responsibilities, shedding light on the strategies employed to manage these demands

effectively.

Role Boundary Management Theory emphasizes the importance of establishing

clear and flexible boundaries between different roles, enabling individuals to transition

between academic and work domains with greater ease. It highlights the significance of

communication, negotiation, and prioritization in achieving a harmonious balance

between roles, leading to reduced conflict and enhanced overall well-being.

On the other hand, Role Theory provides a comprehensive framework for

understanding the social expectations, norms, and behaviors associated with specific

roles. By recognizing the impact of societal and cultural factors on role enactment,

individuals can better comprehend the sources of conflict and develop coping

mechanisms to mitigate them effectively.

In conclusion, the integration of these theories allows us to gain a more holistic

understanding of the dynamics between academic and work roles. This deeper insight

can lead to the development of targeted interventions, such as tailored time management

strategies, improved support systems, and organizational policies that promote role

flexibility and reduce conflicting demands.

Given that working students generally encompass multiple roles, they may

experience inter-role conflict when pressures from incompatible roles arise, which
 13

consequently elicit strain (Keeney et al,. 2013). As a result, this strain produces ripple

effects towards these various life domains. All students face continuous academic

assessments, pressure to achieve sufficient gardes, and time constraints (Forbus et al.,

2011}). According to a recent study by Tumin, et. al. (2020) working students indeed

suffered from exposure to several challenges such as time management and

commitment to their studies. Matthews (2018) described that students’ experiences of

time constraints are normally related to poor working time. Working students experienced

negative wellness effects such as stress and inadequate sleep in addition to time poverty

(Matthews, 2018).

Furthermore, working longer hours are likely to adversely affect an individual’s

work-school balance because the time available to pursue academic responsibilities is

shortened (Forbus et al., 2011). Therefore, it may be expected that excessive amounts

of time spent at work would make fulfilling demands from university more difficult or it is

plausible that more time spent at work leaves less time for engaging in university services.

A study led by Callender (2008) surveyed 1000 students in six universities in the United

Kingdom to investigate the impact of paid work on academic marks and degree results,

while controlling for hours of work. This study’s results indicated that irrespective of the

university they attended, work hours had an adverse effect on working students’

academic outcomes, as the more hours worked, the greater the negative effect on

academic results. Working more hours has also been associated with poorer study skills

(Lammers, Onweugbuzie, & Slate, 2001) and lower Grade Point Average (GPA)

(Hawkins et al., 2005; Tessema et al. (2014). This suggests that the work role may

interfere with the academic outcomes and experiences of the student role. Student
 14

workers may experience bidirectional conflict between work and school – the extent to

which participation in paid work interferes with students’ ability to meet university

responsibilities (work-to-school) and the extent to which participation in university life

interferes with students’ ability to full the requirements of their paid work (school-to-work)

(e.g., Lingard, 2007; Park & Sprung, 2015).

Research associated with school-to-work role conflict has been mostly concerned

with outcomes such as school performance, attendance, social support, and

psychological/psychical health (health (e.g.Adebayo et al., 2008; Kremer, 2016; Markel &

Frone, 1998). For example, a plethora of research supports that students in higher

education face increased experiences of stress, especially those who work for pay during

the semester (Robotham, 2008). Work-to-school conflict, a form of inter role conflict,

should therefore be associated with stress, especially stress that students experience in

the school domain. Moreover, burnout is seen as a reaction to work stress that acts over

a longer period of time (Dràghici et al., 2022). Little attention is given to burnout

experienced by employed students who may be prone to the symptoms of burnout as

they juggle multiple demanding roles (Schramer, 2020). Other authors have introduced a

multidimensional perspective to define the phenomenon of burnout, including emotional

exhaustion, depersonalization, and a decrease in personal accomplishments. They

define emotional exhaustion as a condition of emotional emptiness accompanied by the

belief that one's own resources are insufficient to manage and adapt to the demands of

the environment (Maslach & Leiter, 2017). Depersonalization was later replaced by the

term cynicism and manifests itself in the social sphere and describes the maladaptive

attitudes and weak social skills of the individual, marked by a lack of interest in social
 15

contacts. Reducing personal achievements has been replaced by inefficiency, which is

the individual’s belief that his or her cognitive and emotional efforts and resources are not

sufficient to perform professional tasks (Maslach and Leiter, 2017).

Given that role demands play a significant role in burnout among working students,

the simultaneous obligations of academic studies and work create competing demands

that can exceed a student's capacity to cope. High workload and time pressure contribute

to increased stress levels, which can lead to emotional exhaustion and reduced

engagement in both academic and work-related tasks (Maslach et al., 2001). Employed

students are at a higher risk of burnout because combining employment with the student

role diminishes their capacity to efficiently manage time and energy to accomplish both

employment and academic tasks (Benner and Curl, 2018).

Overall, difficulties faced by students who work often make these students easily

stressed, causing burnout, a decrease in academic achievement due to difficulty dividing

time between lectures and work, lack of rest time, hard to manage feelings and emotions,

and having limited time to engage in campus activities (Kamartih, 2019).

Becoming an employed student can cause stress and pose a distraction from one’s

education, but it also comes with its advantages (Galletto, 2022). Employed college

students must balance competing responsibilities related to both work and school in

addition to balancing family and social life that made their college experience more

difficult and stressful (Mills, 2020).

Moreover, resilience theory suggests that individuals possess inherent capacities

and external resources that enable them to adapt and thrive in the face of adversity
 16

(Masten, 2001). When applied to working students, resilience can be seen as a dynamic

process that mitigates the negative impact of structural factors on burnout. Effective

coping strategies are essential in bolstering the resilience and preventing burnout among

working students. These strategies contribute to their resilience by enhancing their ability

to handle challenges and maintain well-being (Connor-Smith & Flachsbart, 2007; Masten,

2001). Adaptive coping mechanisms, such as problem-solving, seeking social support,

engaging in self-care, and maintaining a work-study-life balance, enable students to

manage their responsibilities and cope with stress effectively; and, practice that leads to

emotional exhaustion and reduced engagement in the gate of the stressors associated

with their dual roles.

Working students who demonstrate higher levels of resilience are more likely to

effectively manage the demands of their dual roles and maintain their well-being.

Resilience can manifest through various protective factors, including personal

characteristics, social support, and coping strategies. Personal characteristics, such as

self-efficacy, optimism, and goal orientation, can contribute to resilience among working

students (Masten, 2001). Students who believe in their ability to succeed, maintain a

positive outlook, and set realistic goals are better equipped to navigate the challenges of

work and studies without succumbing to burnout. Social support is another crucial factor

in resilience. Support from family, friends, peers, professors, and supervisors can provide

working students with emotional support, practical assistance, and advice. Social support

is a buffer against stress, helping students manage their responsibilities more effectively

and reducing the risk of burnout. Employed students reported higher levels of resilience,

personal growth initiative, and optimism, as well as lower levels of psychological distress
 17

compared to full-time students (House, 2014). However, the inpatient psychiatric nurse

group was not found to have a higher level of resilience than the student group (Abram &

Jacobowitz, 2021). Nonetheless, a study led by Martinez, et. al. (2012) shows that

students who balance academics and employment exhibit a higher resiliency toward

attaining graduation.

Dundes and Marx (2006) demonstrated that the academic performance of

students who worked between 10 to 19 hours per week were higher than non-working

students and students who worked more than 19 hours per week. This is likely due to

the students developing a routine in managing both work and academics, given more

time accessible to distribute resources to both roles (Mounsey et al., 2013). Experiences

of employed students related to the balance they strive to achieve in their lives – the

balance among work, school and personal life, should be further explored, especially as

the work-life balance (WLB) of working adults is a widely researched held that provides

a valuable basis for the development of the WSLB framework.

According to the Theory of Allocation of Time (Becker, 1965), students who work

and study may perform worse academically since employment may interfere with the time

specified for academic learning and activities (Buscha et al., 2012;Dustmann and Soest,

2007;Kalenkoski and Pabilonia, 2010). However, if students who are working while

enrolled in university are able to effectively manage their time allocation, such as when

substituting leisure (free time) for work, they may not necessarily perform worse

academically than full-time students (Dundes & Marx, 2006, Butler, 2007). More effective

time management has been related to better academic performance and lower levels of

mental health problems, such as anxiety (Adams and Blair, 2019). Better time
 18

management skills could enable students to combine their academic studies with some

work, presumably alleviating their financial stress somewhat, and a good work-study

balance could also be advantageous to their academic performance (Dundes and Marx,

2006). Also, students who report high levels of job resources, such as control and rewards

in the workplace, report lower levels of work–study conflict (Butler, 2007; Creed, French,

& Hood, 2015). Social support, family support, university support, and work support are

additional resources that influence work–study conflict. High levels of supervisor social

support and coworker social support are negatively associated with work–study conflict

(Adebayo et al., 2008).

Park and Sprung (2013) found that WSC significantly predicted detriments in

psychological health (no impact on physical health), though this relationship was weaker

when the students received work supervisors’ work-school support and experienced

higher levels of work-school facilitation (i.e., work enhancing school life). Important

implications of Park and Sprung’s (2013) study are that (1) consistent with the literature,

WSC was found to be a significant predictor of students’ psychological stress, (2) the

relationship between WSC and stress can be buffered by providing students positive

support from their work domain, and (3) working while attending school may be viewed

positively by students as well. The last implication highlights that students’ work roles can

provide role enrichment and positive outcomes for employed students who participate in

both domains. McNall and Michel (2011) found results similar to Park and Sprung (2013)

in that WSC was related to determinants in psychological health, and that school-related

organizational support was a positive, significant moderating variable between WSC and

reduced psychological health. McNall and Michel (2011) additionally found that students
 19

with high core-self evaluations were less likely to perceive WSC, and those with low core-

self evaluations were more likely to experience school burnout. This suggests that there

are individual differences related to personality that can either increase or decrease a

student’s perceived ability to manage both work and school demands.

 20

THE PROBLEM

Statement of the Problem

This study aims to determine the academic and work role conflict and management

among employed students of Holy Name University.

Specifically, the researchers aim to identify the following:

1. What is the level of academic-work role conflict among respondents?

2. What is the level of academic-work role balance among respondents?

3. Is there a significant relationship between the levels of academic-work role conflict

and role balance among employed students of Holy Name University?

4. What action plan can be proposed based on the result of the study?

Statement of the Hypothesis

There is no significant relationship between academic-work role conflict and

balance among employed students.

Significance of the Study

The employed students have become more prevalent in recent years. As the

demands for higher education increase, more students work to support themselves, get

experience, or hone their professional skills. Role conflicts and the development of

different management styles may arise for these individuals. Finding successful strategies

to help employed students' achievement and well-being requires an understanding of the

conflict between their academic and work roles.

 21

This study aims to benefit the following:

Employed Students. Studying academic-work role conflict and balance among

employed students provides valuable insights into the factors contributing to their ability

to cope with the demands of work and academics. The significance of studying academic-

work role conflict and balance among employed students lies in its potential impact on

their academic performance. By identifying the factors that contribute to programs that

can be designed to enhance their ability to balance work and studies. Consequently, this

can lead to improved time management, reduced stress levels, and increased academic

engagement, ultimately supporting their success in both realms.

School Administrators. This study can be used to help the school’s administrators to

impose systematic ways to ensure that the employed students are accommodated.

School administrators can develop targeted support programs and policies to promote

their well-being by understanding their level of academic-work role conflict and balance.

This knowledge can create supportive environments that offer appropriate resources,

counseling services, flexible scheduling, and time management strategies.

Guidance Counselors. This study can be used as bases for the counselors in the school

to conduct programs that would help the employed students with their level of academic-

work role conflict and balance.

Future Researchers. The findings of this study will contribute to the growing body of

psychological research in the context of academic-work role conflict and balance. This

study may serve as their reference and be able to get more information and ideas through

this limitation research.

 22

Scope and Limitation

This study investigates the relationship between Academic-Work Conflict and

balance among employed students.

This study will target employed students enrolled at Holy Name University, a

private university in Tagbilaran City, Bohol. The respondents must have at least six

months of working experience from different establishments/companies while studying. It

is to understand the level and relationship between the academic-work conflict and

balance that employed students experience.

The interpretation of the study will only support the employed students working

from different establishments and companies who are receiving salaries thus, excluding

the working scholars of the university who are recipients of university fee deductions only.

While the results may have implications for similar populations and contexts, caution

should prevail in generalizing the findings beyond the specific sample and context of the

study. The data collected through surveys rely on self-reporting, which can be subject to

participants' biases or inaccuracies. While quantitative research can highlight the extent

of role conflict and balance, it may not delve deeply into the reasons behind these conflicts

or the strategies students use to manage them.

The study may not extensively explore contextual factors that might influence role

conflict among employed students, such as the organizational culture, specific job

demands, or unique university policies. Despite these limitations, the quantitative

research study on academic and work role conflict among employed students at Holy

Name University will provide valuable insights into the relationship between these

variables within the specified context.

 23

RESEARCH METHODOLOGY

Research Design

The study will use a descriptive-correlational type of research design which means

observing, measuring without manipulating, and correlating between the variables in the

study. The descriptive aspect of this design will allow researchers to provide a

comprehensive and detailed description of the levels of role conflict and balance

experienced by employed students. The study will use a snowball sampling; hence, there

is no definite number of participants but it must have a minimum of 30 participants

gathered from all departments of Holy Name University. Moreover, the participants will

refer another prospect they know that fits the criteria in participating the study. Through

surveys or questionnaires, researchers will collect data on various aspects of students'

academic and work roles, shedding light on the extent and nature of conflicts they face

and the level of balance they manage to achieve. The correlational aspect of the design

will enable researchers to explore relationships between variables.

The researchers find this research design appropriate for this study as it observes

the role-conflict and balance among employed students. Employing a descriptive-

correlational research design will provide an understanding of the academic and work

role conflict and management among employed students at Holy Name University for it

will provide description about the prevalence and the percentage of employed students

who experience academic and work role conflict, as well as the severity of their conflict.

This information can be used to identify the current state of the problem and examine the

relationships between these variables and other factors. The findings can contribute to
 24

identifying potential areas for intervention and support systems to promote student well-

being and academic success in balancing work and studies.

Research Environment

This study will be conducted at Holy Name University in Janssen Heights, J.A.

Clarin Street Dampas District 6300 Tagbilaran City, Bohol, Philippines. Holy Name

University is a fully approved, coeducational Roman Catholic University. Holy Name

University is chosen because first, it is an institution that offers more resources and

flexibility than other universities. This allows the university to offer more flexible

scheduling options and support services for employed students. For example, Holy Name

University offers evening and weekend classes, as well as online schedules. In this case,

the university is giving avenue for the students to have options to have themselves be

employed to different jobs to support themselves and for their needs. Additionally, given

that the school has a strong Catholic identity, this means that the university places a high

value on community and social responsibility. This can be beneficial for employed

students, who may be struggling to balance their academic and work roles. Lastly, the

university has a number of student support services, such as counseling, academic

advising, and peer mentoring services that could be of help to support our employed

students. As a result, the study’s researchers will concentrate on the academic and work

role conflict and balance among employed students of Holy Name University. The study

will be carried out at Holy Name University, where the researchers are bona fide students.
 25

Research Participants

The respondents for this study will be the part-time employed students in

establishments/companies located in Tagbilaran City who are currently enrolled in Holy

Name University. Participants will be selected using a purposive snowball sampling

technique, ensuring representation from different academic departments and levels.

Moreover, a minimum of 30 participants from all departments of Holy Name University

should be met. This sampling technique is a non-probabilistic sampling method where

initial participants are purposefully chosen based on specific criteria relevant to the study.

The initial participants will be gathered from the data of the University’s Central Student

Government archives. Participants are selected based on their suitability for the study's

research objectives and are also asked to refer to other potential participants who fit the

same criteria. The inclusion criteria for participants will be: Currently enrolled as a student

in tertiary level at Holy Name University, Employed part-time on different

establishments/companies may it be online or face to face setup while pursuing their

studies, have been employed at least 6 months or more, and willingness to participate

voluntarily in the study.

The researchers chose the employed students as participants in the study for the

employed students to provide valuable insights into the complexities, conflicts, and

strategies employed to manage the demands of both roles. Studying employed students

allows for a deeper understanding of the real-world dynamics and intricacies involved in

navigating role conflict. Findings from studying employed students can have practical

implications for both students and institutions. Understanding the specific issues faced by

employed students in managing role conflict can help identify effective support systems,
 26

interventions, and policies that institutions can implement to better assist these students.

The research outcomes can inform the development of resources and strategies tailored

to the needs of employed students, ultimately promoting their success in both work and

academics. Moreover, as Psychology students in this department, researchers would like

to address the current issues that may occur in this specific group, which would be

valuable to future researchers who wish to do further research in a broader range of

population.

On the other hand, the exclusion criteria of the study are those who will not meet

the criteria to become potential participants based on the preliminary survey done before

conducting the proper survey. This means students who are not employed in

establishments or companies while juggling work and their studies and students that are

not enrolled in Holy Name University.

Research Instruments

In the study, two (2) research tools will be used, and the researchers created a

questionnaire-type tool. The research questionnaire is divided into two sections: the first

covers the demographic profile and the preliminary survey questions, and the second

covers the research questions. The second section includes the two survey

questionnaires. The instruments employed in the study were designed to measure the

variables that were intended to be measured. The intended variable in the setting was

measured using the research-created study - work conflict scale and role balance scale.

The research-made Study - Work Conflict Scale is developed to measure the

overall level of academic-work role conflict among employed students. The instrument
 27

consists of 45 items and scoring is done on a 5-point Likert-scale range with indicators: 5

(Strongly Agree), 4 (Agree), 3 (Neutral), 2 (Disagree), 1 (Strongly Disagree). The scale

was designed in its final form and distributed on three subscales: Academic Performance

(15) items, Work Performance (15) items, Study Aspect (15) items. The scores were

classified into five (5) categories: Poor (1.0-1.8), Fair (1.81-2.6), Good (2.61-3.4), Strong

(3.41-4.2), and Exceptional (4.21-5.0).

The research-made Role Balance Scale is developed to measure the overall level

of study - work role balance among employed students. The scale consists of 30 items

and scoring is done on a 5-point Likert-scale range with indicators: 5 (Strongly Agree), 4

(Agree), 3 (Neutral), 2 (Disagree), 1 (Strongly Disagree). The instrument was designed in

its final form and distributed on two subscales: Work-Study Balance Aspect (15) items,

Psychological Well-Being and Stress Aspect (15) items. The scores were classified into

five (5) categories: Developing (1.0-1.8), Establishing (1.81-2.6), Average (2.61-3.4),

Strong (3.41-4.2), and Exceptional (4.21-5.0).

Research Procedure

The researchers will obtain approval from all colleges at Holy Name University by

sending them a letter of request containing the study's goals, methods, potential dangers,

confidentiality safeguards, and participant rights. The researchers would create a

research-made questionnaire to gather data best fit for the study. The two research-made

questionnaires will be validated by professionals and pilot-tested.

The researchers will use purposive snowball sampling to identify study

participants. After identifying the respondents, the respondents will be asked to participate
 28

in the study through sending them in their respective email addresses or messenger

accounts a proper introduction, intention, and nature of the study. The data will be

collected via Google Forms, with the researchers sending survey questionnaires to

respondents' email addresses or Messenger accounts. The respondents would be

provided with the informed consent informing them that their participation is voluntary and

that their responses are highly confidential and will not be shared with unauthorized

parties. Respondents may withdraw from the study at any time if they do not feel

comfortable with the inquiries or if they choose not to participate in the study. A

respondent may, but is not required to, provide the researchers with their reason(s) for

abandoning the study. No threats or forms of persuasion will be used in conducting the

study or achieving its purpose. However, there are a few potential risks associated with

being a respondent to this research. First, participants may be asked to share personal

information about their academic and work experiences. Second, participation in the

research could trigger feelings of stress or anxiety in some participants. This is because

the research is focused on a topic that can be challenging for employed students.

Despite the potential risks, there are also a number of potential benefits to being

a respondent to this research. First, participants will have the opportunity to contribute to

a study that could have a significant impact on the lives of employed students. Second,

participation in the research could help participants to better understand their own

experiences with role conflict and balance. This could lead to the development of more

effective coping strategies. Finally, participants may receive feedback on their research

participation. This feedback could be helpful in identifying areas where participants can

improve their academic and work performance. Overall, the risks and benefits of
 29

participating in this research should be carefully considered by each potential participant.

Participants should weigh the potential risks against the potential benefits before making

a decision. This information could be sensitive in nature, and participants may feel

uncomfortable sharing it. And when respondents are sensitive to the questions being

asked in a research study, it is important for the researcher to take steps to minimize any

discomfort or distress. This discomfort can be minimized by building rapport, using a

sensitive and supportive approach, and by assuring of the data’s confidentiality.

When respondents declined to participate, they will be informed that their decision

would not affect their relationship with the researcher or the institution. Before deciding

whether to participate in the study, it is the participant's responsibility to read the consent

form and accompanying documentation and consider the benefits and risks carefully.

The questionnaire can be completed in 5 to 10 minutes. To protect anonymity, the

respondent's name will be optional. Following the approval request, the survey

a questionnaire will be distributed.

After acquiring the essential data from the participants, the data will be interpreted

and analyzed. Researchers will ensure that the collected data is kept safe by deleting the

google forms made together with their responses as soon as the results are acquired.

Following that, a conclusion will be reached, which will lead to proposals and

recommendations.
 30

Statistical Treatment

The researchers are to use the following formula in the conduct of their study.

The formula would determine the level of -work conflict and balance of the employed

students. With the answers given by the respondents, the researchers are to use the

following formulas to analyze and interpret the data needed, the first formula being the

Weighted Mean.

Where:

WM= Σ(𝑥Σ ×𝑥 𝑚)

Σ =summation w = the weights/descriptive scale

x = the value/ number of respondents’ answer

With the weighted mean computed, the researchers are to use the following

descriptive qualities to interpret the answers of the respondents of the study.

The computed weighted mean will be interpreted using the following scale:

Table 1 Study - Work Conflict Scale

1.0-1.8 Strongly Disagree Poor

1.81-2.6 Disagree Fair

2.61-3.4 Neutral Good

3.41-4.2 Agree Strong

4.21-5.0 Strongly Agree Exceptional

Table 2 Role Balance Scale

1.0-1.8 Strongly Disagree Establishing

1.81-2.6 Disagree Developing

2.61-3.4 Neutral Average

 31

3.41-4.2 Agree Strong

4.21-5.0 Strongly Agree Exceptional

Pearson's product-moment correlation coefficient is used to measure the linear

association between two variables. It will determine if there is a correlation between the

levels of academic-work role conflict and balance using this formula:

Where:

N = number of samples

x = first variable Y = second variable

 32

DEFINITION OF TERMS

Academic and Work Role.

This refers to the expectations and responsibilities that a student has in their

academic studies and in their paid employment. This may include attending classes,

completing assignments, taking exams, participating in extracurricular activities while

juggling and performing job tasks, meeting deadlines, and interacting with colleagues and

customers.

Role Conflict

This refers to a perceived incompatibility experienced by employed students

between the demands and expectations of their academic roles (such as attending

classes, completing assignments, studying for exams) and their work roles (such as

fulfilling job responsibilities, meeting work-related deadlines, attending work shifts). It

encompasses the conflict arising from the simultaneous engagement in both academic

and work roles, where the demands of one role interfere with the requirements and

responsibilities of the other role, leading to difficulties in balancing and fulfilling the

expectations of both roles.

Role Balance

This refers to the ability to which employed students effectively manage and

integrate their academic responsibilities and work-related commitments without

experiencing significant conflict or negative impacts on their well-being and academic

performance.
 33

Employed Students

This refers to the college students that are employed for a minimum of 6 months

work experience in an establishment/company who are receiving salary located within

Tagbilaran City while simultaneously pursuing their studies at Holy Name University.
 34

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 37

APPENDICES
 38

APPENDIX A

LETTER OF CONSENT FOR THE RESPONDENTS

Dear Respondents,

Greetings!

We, the fourth-year psychology students of Holy Name University, are conducting a study
entitled "Academic-Work Role Conflict and Balance among Employed Students in Holy
Name University" as partial fulfillment of the requirements for the degree of Bachelor of
Science in Psychology.

In this regard, the study aims to determine the relationship between academic and work
conflict and balance among the employed students. There are no right or wrong answers
and researchers are only interested in your opinion. You are therefore encouraged to
participate in the study and requested to complete the questionnaires honestly as
possible.

Attached survey questionnaires can be answered within 5-10 minutes. Risks might be
low or completely absent in the study, hence participating in the survey would not bring
harm to your part as a respondent. Furthermore, any data and information from this study
will be used for research purposes only and will be strictly private and confidential. Your
participation is highly voluntary. Your identities will not be disclosed by the conducting
research group nor report any individual data.

Thank you for your cooperation and God bless!

Sincerely yours,

The Researchers
Names: Bulaga, Hazel Ann, Golosino, Nilo III, Leornas, Desiree Ann, Nemenzo, Angelo
Mathew, Vistal, Jassen Niña

Department: College of Arts and Sciences

Address of Researchers: Bohol, Philippines

Phone: 09563216332
Email: bulaga.hazel_ann@hnu.edu.ph
 39

APPENDIX B

Preliminary Questions

Personal Data

Name (Optional): ________________________________________

Age: ______

Sex:_______

Year Level: [] 1st year [] 2nd year [] 3rd year [] 4th year [] 5th year

Course: ________________________________

College: [] CAS [] CBA []CHS [] COECS [] COED

STUDY - WORK CONFLICT SCALE

Instruction:

The following items are sets of behaviors that you have observed from yourself as
an employed student. Kindly rate each item by selecting the option that will correspond
to the scaling below:

1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree

Academic Performance 1 2 3 4 5

1. After finishing work, I often find myself feeling

emotionally drained, and as a result, I avoid
participating in school activities and prefer to rest.
 40

2. I often find myself delaying university

assignments/activities because my job demands a
significant portion of my time.

3. Because of my job, I go to university tired.

4. My job demands and responsibilities interfere

with my university/school activities.

5. I have lower grades due to my work.

6. I can’t concentrate and focus on my school

activities.

7. I think about work responsibilities while at

school which makes it difficult for me to focus on
lectures and discussions.

8. I think about school responsibilities while at

work.

9. I find it difficult to divide my time between

lectures and work.

10. I lack time to prepare for a quiz because of

work.

11. I find it hard to manage my feelings and

emotions.

12. I find it difficult to concentrate on my studies

due to work-related stress.

13. My work commitments have resulted in missed

classes or deadlines.

14. I believe I could perform better academically if

I had more time available.
 41

15. Due to all the pressures at work, I am too

stressed to do school work.

Work Performance

1. My study commitments sometimes prevent me

from taking up extra work hours.

2. I struggle to find the energy to go to work due to

academic demands.

3. I am motivated to do my job.

4. My employer supports me with adequate

resources such as time by giving me a flexible work
schedule to meet my academic requirements
despite my work commitment.

5. Balancing work and study affects my overall

performance at work i.e., I become more efficient
in accomplishing my work responsibilities.

6. My study workload is reasonable enough to

manage alongside my work responsibilities.

7. I am satisfied with the support and

rewards/compensation I received from my boss
and/or supervisors regarding my work-study
situation.

8. My study commitments negatively impact my

ability to participate in work-related activities or
tasks.

9. My work performance has improved since

starting this job.

10. I can perform the tasks well and adapt to

challenges at work.
 42

11. I can maintain my performance and

productivity at my work.

12. I am able to collaborate with my co-workers.

13. I am satisfied with my job performance as an

employed student.

14. My studies positively affect my work

performance.

15. I can handle work-related stress and pressure

well in my job.

Study Aspect

1. My study commitments sometimes prevent me

from taking up extra work hours.

2. I struggle to find time for proper rest to enable

me to focus on my studies.

3. I feel supported by my academic institution in

managing work-study conflicts.

4. I have enough resources and support to meet the

academic requirements despite my work
commitments.

5. Balancing work and study affects my overall

academic performance i.e., I become more
efficient in accomplishing my school
responsibilities.

6. My study workload is reasonable enough to

manage alongside my work responsibilities.
 43

7. I am satisfied with the support and

understanding I receive from professors regarding
my work-study situation.

8. My study commitments negatively impact my

ability to participate in work-related activities or
tasks.

9. The combination of work and study has helped

me develop time management skills for studying.

10. I effectively plan and organize my work and

study schedules.

11. I set realistic goals for both my work and study

tasks.

12. I prioritize tasks based on their importance and

deadlines.

13. I have enough sleep to recharge and help me

focus with my studies.

14. I proactively handle potential time conflicts

between work and study.

15. I have a routine that I follow to manage my time

and responsibilities between work and school. I.e.
use tools or techniques (e.g., calendars, to-do lists,
time-blocking
 44

Legend: Level:

1.0 - 1.8 Strongly Disagree Poor

1.81 - 2.6Disagree Fair

2.61 - 3.4Neutral Good

3.41 - 4.2Agree Strong

4.21 - 5.0Strongly Agree Exceptional

 45

Appendix C

ROLE BALANCE SCALE

Instruction:

The following items are sets of behaviors that you have observed in yourself as an
employed student. Kindly rate each item by selecting the option that corresponds to the
scaling below:

1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree

Work-Study Balance Aspect 1 2 3 4 5

1. I feel that my work and study responsibilities are

well-balanced.

2. Balancing work and study has a positive impact

on my overall personal development.

3. The combination of work and study has helped

me develop time management skills.

4. I have experienced stress or burnout due to the

combined demands of my work and study.

5. I feel satisfied with my ability to handle both

work and study responsibilities.

6. I effectively plan and organize my work and

study schedules.

7. I set realistic goals for both my work and study

tasks.
 46

8. I prioritize tasks based on their importance and

deadlines.

9. I use tools or techniques (e.g., calendars, to-do

lists, time-blocking) to manage my time efficiently.

10. I proactively handle potential time conflicts

between work and study.

11. I have a routine that I follow to manage my time

and responsibilities between work and school.

12. My co-workers support me in my studies.

13. The school’s support, such as the help of

guidance counselors, plays a key role in keeping
my work and study balanced.

14. I am pleased with the privileges I received at my

university like the exemption of attending
institutional activities.

15. I go to work on time.

Psychological Well-Being and Stress Aspect

1. My work-study conflict affects my ability to

concentrate and focus.

2. I feel a sense of accomplishment when I

successfully balance work and study.

3. My work and study commitments have a positive

impact on my self-esteem.

4. I experience a sense of fulfillment from my work

and study pursuits.
 47

5. I have a support system (family, friends,

colleagues, etc.) to help me cope with work-study
conflicts.

6. Overall, I feel satisfied in life even with the

presence of work-study conflicts.

7. I find it challenging to maintain a social life due

to work and study commitments.

8. I have experienced burnout from juggling work

and study responsibilities.

9. I feel motivated to continue my efforts despite

work-study challenges.

10. My professor at the university understands my

situation as an employed student.

11. I often feel overwhelmed by the demands of

work and academics.

12. I recognize my coping strategies if I am

stressed in balancing work loads and academics.

13. I am able to follow my self-care routine.

14. I am not afraid to seek social support when I

need to take a break from work and academics..

15. I can easily adapt to my environment.

 48

Legend: Level:

1.0 - 1.8 Strongly Disagree Developing

1.81 - 2.6Disagree Establishing

2.61 - 3.4Neutral Average

3.41 - 4.2Agree Strong

4.21 - 5.0Strongly Agree Exceptional

 49

APPENDIX D

TRANSMITTAL LETTER TO THE REGISTERED PSYCHOLOGIST, GUIDANCE

COUNSELOR, AND PSYCHOMETRICIAN

July 28, 2023

Alena Alodia Manganti, RPm

Pitpitan, Bulakan, Bulacan

Dear Ms. Manganti,

The undersigned seeks a REVIEW and VALIDATION on the Researcher-Made Tools: STUDY -
WORK CONFLICT SCALE AND ROLE BALANCE SCALE for our research entitled “Academic-
Work Role Conflict and Balance among Employed Students in Holy Name University”

Both tools use a five-point Likert-type scale to indicate the degree to which they feel the statement
is a characteristic of them. The rating scale is as follows: Poor (1.0-1.8), Fair (1.81-2.6), Good
(2.61-3.4), Very Good (3.41-4.2), and Excellent (4.21-5.0).

In view of this, we are herewith asking permission and guidance to evaluate the content, the form,
and the structure of the instruments and the validity of the items prior to proceeding with our data
gathering using the said tools.

Attached also is the Chapter 1 of the study.

Thank you very much!

Sincerely,

Hazel Ann Bulaga

Research Representative

Research Members
Nilo Golosino III
Desiree Ann Leornas
Angelo Matthew Nemenzo
Jassen Niña Vistal

cc. Mr. Biendino U. Aurestila, RPm, MA-Psych

Research Adviser
 50

TRANSMITTAL LETTER TO THE REGISTERED PSYCHOLOGIST, GUIDANCE

COUNSELOR, AND PSYCHOMETRICIAN

July 28, 2023

Bernadine F. Poblete, RPm

Instructor I, Bataan Peninsula State University
Balanga City, Bataan

Dear Ms. Poblete,

The undersigned seeks a REVIEW and VALIDATION on the Researcher-Made Tools: STUDY -
WORK CONFLICT SCALE AND ROLE BALANCE SCALE for our research entitled “Academic-
Work Role Conflict and Balance among Employed Students in Holy Name University”

Both tools use a five-point Likert-type scale to indicate the degree to which they feel the statement
is a characteristic of them. The rating scale is as follows: Poor (1.0-1.8), Fair (1.81-2.6), Good
(2.61-3.4), Very Good (3.41-4.2), and Excellent (4.21-5.0).

In view of this, we are herewith asking permission and guidance to evaluate the content, the form,
and the structure of the instruments and the validity of the items prior to proceeding with our data
gathering using the said tools.

Attached also is the Chapter 1 of the study.

Thank you very much!

Sincerely,

Hazel Ann Bulaga

Research Representative

Research Members
Nilo Golosino III
Desiree Ann Leornas
Angelo Matthew Nemenzo
Jassen Niña Vistal

cc. Mr. Biendino U. Aurestila, RPm, MA-Psych

Research Adviser
 51

TRANSMITTAL LETTER TO THE REGISTERED PSYCHOLOGIST, GUIDANCE

COUNSELOR, AND PSYCHOMETRICIAN

July 29, 2023

Maricon P. Soledad, RPm

Director, Human Resource, Zenvi Distributor
Maningcol, Ozamiz City

Dear Ms. Soledad,

The undersigned seeks a REVIEW and VALIDATION on the Researcher-Made Tools: STUDY -
WORK CONFLICT SCALE AND ROLE BALANCE SCALE for our research entitled “Academic-
Work Role Conflict and Balance among Employed Students in Holy Name University”

Both tools use a five-point Likert-type scale to indicate the degree to which they feel the statement
is a characteristic of them. The rating scale is as follows: Poor (1.0-1.8), Fair (1.81-2.6), Good
(2.61-3.4), Very Good (3.41-4.2), and Excellent (4.21-5.0).

In view of this, we are herewith asking permission and guidance to evaluate the content, the form,
and the structure of the instruments and the validity of the items prior to proceeding with our data
gathering using the said tools.

Attached also is the Chapter 1 of the study.

Thank you very much!

Sincerely,

Hazel Ann Bulaga

Research Representative

Research Members
Nilo Golosino III
Desiree Ann Leornas
Angelo Matthew Nemenzo
Jassen Niña Vistal

cc. Mr. Biendino U. Aurestila, RPm, MA-Psych

Research Adviser
 52

CURRICULUM VITAE

PERSONAL DATA:

Name: HAZEL ANN R. BULAGA

Birthdate: March 18, 2001

Birthplace: Liboron, Calape, Bohol

Religion: Roman Catholic

Marital Status: Single

Nationality: Filipino

Email: bulaga.hazel_ann@hnu.edu.ph

Mobile Number: 0917 – 105 – 4271

EDUCATIONAL BACKGROUND:

Tertiary: Holy Name University

Bachelor of Science in Psychology

Tagbilaran City, Bohol

2020 – present

Secondary: Mater Dei College

Tubigon, Bohol

Graduated A.Y. 2019 – 2020

Primary: Bentig-Calunasan Elementary School

Bentig-Calunasan, Calape, Bohol

Graduated A.Y. 2013 – 2014

PERSONAL DATA:
 53

Name: NILO P. GOLOSINO III

Birthdate: October 14, 2001

Birthplace: San Miguel, Bohol

Religion: UCCP

Marital Status: Single

Nationality: Filipino

Email: golosino.nilo_iii@hnu.edu.ph

Mobile Number: 0930 – 078 – 8866

EDUCATIONAL BACKGROUND:

Tertiary: Holy Name University

Bachelor of Science in Psychology

Tagbilaran City, Bohol

2020 – present

Secondary: Bugang National High School

Bugang, San Miguel, Bohol

Graduated A.Y. 2019 – 2020

Primary: Bugang Elementary School

Bugang, San Miguel, Bohol

Graduated A.Y. 2013 – 2014

 54

PERSONAL DATA:

Name: DESIREE ANN M. LEORNAS

Birthdate: February 9, 2002

Birthplace: Tagbilaran City

Religion: Roman Catholic

Marital Status: Single

Nationality: Filipino

Email: leornas.desiree_ann@hnu.edu.ph

Mobile Number: 09101044546

EDUCATIONAL BACKGROUND:

Tertiary: Holy Name University

Bachelor of Science in Psychology

Tagbilaran City, Bohol

2020 - present

Secondary: Holy Name University

Senior High School

Tagbilaran City, Bohol

2019-2020

Primary: Blessed Trinity Elementary School

Talibon, Bohol

Graduated A.Y. 2012 – 2013

PERSONAL DATA:
 55

Name: ANGELO MATTHEW C. NEMENZO

Birthdate: March 21, 2000

Birthplace: Tagbilaran City, Bohol

Religion: Roman Catholic

Marital Status: Single

Nationality: Filipino

Email: nemenzo.angelo_matthew@hnu.edu.ph

Mobile Number: 0960 – 875 – 0307

EDUCATIONAL BACKGROUND:

Tertiary: Holy Name University

Bachelor of Science in Psychology

Tagbilaran City, Bohol

2020 - present

Secondary: Holy Name University

Tagbilaran City, Bohol

Graduated A.Y. 2019 – 2020

Primary: Merne Graham Memorial School

Tagbilaran City, Bohol

Graduated A.Y. 2013 – 2014

PERSONAL DATA:

Name: JASSEN NIÑA C. VISTAL

 56

Birthdate: January 12, 2002

Birthplace: Tagbilaran City, Bohol

Religion: Roman Catholic

Marital Status: Single

Nationality: Filipino

Email: vistal.jassen_nina@hnu.edu.ph

Mobile Number: 0976 – 170- 9529

EDUCATIONAL BACKGROUND:

Tertiary: Holy Name University

Bachelor of Science in Psychology

Tagbilaran City, Bohol

2020 - present

Secondary: Holy Name University

Tagbilaran City, Bohol

Graduated A.Y. 2019 – 2020

Primary: Kinabag-an Elementary School

Magtongtong, Calape, Bohol

Graduated A.Y. 2013 – 2014