The aim of the study was to investigate the mediating role of Work-Study Conflict (WSC), as a psychosocial risk, in the relationship between student and work efficacy beliefs and academic performance (self-reported). Two different self-report questionnaires were submitted at the beginning of the academic semester (T1, N=134) and after six months, including an exam session (T2, N=100), to part-time student-workers enrolled in different degree courses of Campanian Universities. A path analysis model was implemented using Mplus 8.0 software. The results highlighted that the WSC was the full mediator of the relationship between work self-efficacy and academic performance and a partial mediator of the relationship between student self-efficacy and performance. With the purpose of supporting students’ career, the university is called to put in practice intervention strategies for the promotion of the conciliation between the different roles. In this perspective, the study highlighted some variables that could facilitate study-work balance, improving academic performance.
Keywords: Work-Study Conflict, efficacy beliefs, working-students, undergraduate students, academic performance.