Promoting Transfer Students' Well-Being Within Family-Work-School Conflict Contexts: A Comparison of Pre- and During-COVID-19 Outbreak

• In Event: Shedding a Light on Trauma and Well-Being for College Students

Abstract

This study examined whether family-work-school conflicts predicted transfer students’ well-being and, if so, whether self-regulation served as a mediator. We also investigated how these relationships were impacted by COVID-19 outbreak. Participants were 1,219 transfer students from one large ethnically-diverse public university. Participants consisted of two group: (a) those who completed the inventory and matriculated to the university prior to the pandemic and (b) prospective transfer students who completed the inventory after the start of the pandemic. Results indicated that family-work-school conflicts predicted well-being, regardless of the pandemic. However, given the mediating role of self-regulation in these direct effects, cognitive regulation played a critical role in decreasing negative impacts of family-work-school conflicts on well-being during the pandemic. Applicable interventions were discussed.

Authors

• Jinyoung Koh, University of Illinois at Chicago

• Sue P Farruggia, University of Illinois at Chicago