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A conceptual model of the working college students’ well-being was developed and tested. This study extends existing research and investigated the process by which rolebalance, role-conflict and affect are associated with a student’s well-being. Data were obtained from a sample of 320 full-time college students (18-23 years old) who had either a full and a part-time paid job. The model was tested using structural equation modeling. Results supported the proposed conceptual model as well as the enrichment and depletion arguments of students’ engagement in multiple roles and their well-being.

Role Conflict, Role Balance and Affect: A Model of Well-being of the Working Student