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166 COPYRIGHT 2018 BY PSI CHI, THE INTERNATIONAL HONOR SOCIETY IN PSYCHOLOGY (SPECIAL ISSUE, VOL. 23, NO. 2/ISSN 2325-7342) The common characteristics of college students have been changing, particularly over the past decade; in addition to an increase in older students and students who are also parents, the majority of students now also hold a job outside of school. According to the National Center for Education Statistics (NCES, 2012), 25.9% of college students work full time, 36.4% work part time, and only 37.7% reported not working while going to school. The American College Health Association (2015) reported that most students no longer live on campus, such that 40.4% live in off-campus housing and only 34.5% live on campus in residence halls. In addition to living off campus, many students also take online or distance classes in order to better balance their multiple roles; more specifically, 26.4% of college students and 30.8% of postbaccalureate students reported taking at least one distance education course (NCES, 2013). This shift from students primarily not working, living on campus, and taking in-person courses to the current demographics described has given rise to a large group of students who are balancing multiple roles. Regardless of the reason a person elects to return to or begin schooling, research has demonstrated that transitioning to college often results in significant life changes such as elevated levels of stress and negative affect, declines in physical health (Gall, Evans, & Bellerose, 2000; Pritchard, Wilson, & Yamnitz, 2007), and a disruption in the balance

Not All Roles Are the Same: An Examination Between Work-Family-School Satisfaction, Social Integration, and Negative Affect Among College Students