ORCID Identifier(s)


Graduation Semester and Year




Document Type


Degree Name

Doctor of Philosophy in Psychology



First Advisor

Angela Liegey-Dougall


As costs of higher education increase and the demand for postsecondary skills in the labor market rise, more students will seek employment. Previous research suggests the risks of work demands affecting academic performance and health can often outweigh the potential benefits of working while in school. The purpose of this study was to examine if work demands predict academic performance measures and health outcomes in employed college students. Also, this study investigated if psychosocial factors affected the relationships between work demands and academic performance and health outcomes. In addition, this study examined if themes could be derived in working students' responses to statements about how employment factors interfere with their academics and how dual roles of an employee and student impact their health. The research examined if themes of employment factors interfering with academics could determine differences in academic performance in working students. Finally, it was observed if themes were present describing how dual roles impact students' health related to academic performance. This study did not find support for work demands predicting academic performance but did find support for work demands predicting health outcomes. Perceived injustice had a significant mediating role in the relationship between job satisfaction and sleep quality. In addition, significant differences in academic performance among participants mentioning and not mentioning of work environment, impaired self-regulation, and vitality factors themes existed, and significant relationships of specific health impact themes and academic performance measures were found.


Working students, Work demands, Work-school conflict, Academic performance, Health outcomes


Psychology | Social and Behavioral Sciences


Degree granted by The University of Texas at Arlington

Included in

Psychology Commons