THE IMPACT OF SOCIAL SUPPORT AND DUAL ROLE BURDEN ON WORKING STUDENTS’ WORK-LIFE BALANCE

Abstract

This study aims to examine the influence of dual role demands and social support on the work–life balance of full-time working students. The research is grounded in the Job Demands–Resources (JD–R) Model, Role Conflict Theory, and the Social Support Buffering Hypothesis, which together explain how social and contextual resources may alleviate the strain caused by multiple role obligations. A quantitative cross-sectional design was employed with 100 respondents who were full-time working undergraduate students in Indonesia. Data were collected using standardized questionnaires and analyzed through multiple linear regression using IBM SPSS 26 and the PROCESS Macro (Model 1). Instrument validation and reliability tests indicated that all measurement items were valid and reliable, with Cronbach’s alpha values above 0.60. The results revealed that social support has a significant positive effect on work–life balance (t = 2.460; p = 0.016), while dual role demands have a negative but insignificant effect (t = –0.375; p = 0.708). Simultaneously, both variables significantly influence work–life balance (F = 3.089; p = 0.050), though the explanatory power of the model (R² = 0.040) remains modest. These findings highlight that social support serves as a crucial psychological resource that enhances balance and well-being, even under demanding work–study conditions. The study contributes to the literature by reaffirming the protective role of social support in mitigating stress among working students and provides practical insights for universities and employers to strengthen social and institutional support systems.