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  • Applying boundary management theory to university students: A scoping review

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    Embargoed until: 2023-05-11
    File version
    Accepted Manuscript (AM)
    Author(s)
    Eastgate, L
    Bialocerkowski, A
    Hood, M
    Creed, PA
    Griffith University Author(s)
    Hood, Michelle H.
    Creed, Peter A.
    Bialocerkowski, Andrea E.
    Eastgate, Lindsay
    Year published
    2021
    Metadata
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    Abstract
    The aim of this scoping review was to map the existing literature to determine the extent to which boundary management approaches have been used to explain how university students manage the boundaries between their various roles. Using a systematic process, nine databases and grey literature were reviewed for potentially relevant studies. After applying the inclusion criteria, a total of 12 studies were identified. The results from these indicated that boundary management was related to important student outcomes such as well-being, academic performance, role overload, role conflict, and role balance. These findings provide ...
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    The aim of this scoping review was to map the existing literature to determine the extent to which boundary management approaches have been used to explain how university students manage the boundaries between their various roles. Using a systematic process, nine databases and grey literature were reviewed for potentially relevant studies. After applying the inclusion criteria, a total of 12 studies were identified. The results from these indicated that boundary management was related to important student outcomes such as well-being, academic performance, role overload, role conflict, and role balance. These findings provide universities and institutions with evidence that can assist them with understanding how students manage their multiple roles while at university. Areas for future research are highlighted.
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    Journal Title
    International Journal of Educational Research
    Volume
    108
    DOI
    https://doi.org/10.1016/j.ijer.2021.101793
    Copyright Statement
    © 2021 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Educational psychology
    Industrial and organisational psychology (incl. human factors)
    Higher education
    Publication URI
    http://hdl.handle.net/10072/404560
    Collection
    • Journal articles

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