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University students learning remotely from various locations has initiated a unique challenge for higher education institutions (HEIs), especially in managing both teaching and students’ wellbeing amidst the COVID-19 pandemic due to the increased conflicts that occur when juggling study and life demands. However, little discussion is available to understand how remote learning influences the occurrence of study-life conflicts among students and its consequence to their mental health. Little evidence is also found regarding the role of students’ residency status in influencing this relationship. Hence, a study to address both shortcomings was conducted using a sample of 1005 university students in Malaysia. Findings suggested that studying remotely was related to greater occurrences of study-life conflicts, which adversely impacted the students’ mental health. Overall, study-to-life conflict had a greater influence on mental health as compared to life-to-study conflict. However, residency status did not moderate the relationship between study-life conflicts and mental health, indicating that students experienced the same level of mental health issues regardless of where they were staying. The findings offer valuable insights and suggestions on how to improve remote learning practices and student wellbeing services during and post pandemic period.

Remote learning and its implications toward study-life conflicts and the mental health of university students: does studying at home or campus matter?