The aim of this study was to investigate the relationship between Work-Study Conflict (WSC), well-being and study performance, contacting working students. A further aim was to analyze the role of work and study self-efficacy, perceived social support, and study en-gagement for these variables, considering age and gender. A self-report questionnaire was submitted at the beginning of the academic semester (T1, N = 77) and at the end, after an exam session, (T2, N = 54) to part-time working students. A model of path analysis with MPLUS software 7 was tested. The results highlighted how engagement (T1), student self-efficacy (T1) and support of work colleagues (T1) negatively predicted WSC (T2) and positively academic performance (T2). Only self-efficacy (T1) was a predictor of well-being at (T2). No correlation emerged between WSC and well-being. For those who are interested in orientation and placement of university students, these findings support the need to reinforce self-efficacy and engagement to improve performance, well-being and reduce WSC. The results also highlight the importance of the work dimensions (in terms of support and work self-efficacy) for well-being and for managing role conflicts.
Keywords: Work-Study Conflict, self-efficacy, working students, mental well-being, study performance.