| Title: |
The Relationship between Low-Income College Students' Time Use and Well-Being: A Mixed Methods Exploration |
| Language: |
English |
| Authors: |
Joseph A. Kitchen; Nicholas A. Bowman; Ralitsa Todorova; Lauren N. Irwin; Zoë B. Corwin |
| Source: |
Research in Higher Education. 2024 65(8):1934-1964. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
31 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Low Income Students; Student Attitudes; Socialization; Well Being; Higher Education; Equal Education; Academic Achievement; College Freshmen; Homework; Attendance; Time Management; Educational Experience; First Generation College Students; Longitudinal Studies; Student Employment; Correlation |
| DOI: |
10.1007/s11162-024-09812-8 |
| ISSN: |
0361-0365; 1573-188X |
| Abstract: |
Recent reports show that low-income students make up a significant share of those participating in higher education, and their well-being constitutes a key factor that influences their college success. This mixed-methods study examined first-year, low-income students' time use and its relationship to well-being framed by an equity-oriented lens that recognizes the time constraints low-income students navigate. Our mixed methods findings identified the link between time use and well-being and--critically--empirical explanations for these links. First, leveraging a unique experience sampling survey design and multilevel analyses, we found that attending class, studying or doing homework, and working for pay were consistently and adversely related to low-income students' well-being. Low-income students who were also first-generation in college fared worse than continuing-generation students when engaging in these experiences. On the other hand, socializing was positively related to low-income students' well-being. Second, an exploration of longitudinal data from hundreds of student interviews illuminated two primary factors that shaped the relationship between low-income students' time use and well-being: (a) structuring time and developing a routine, and (b) the power of reflection and meaning-making. These findings provide important novel insights about low-income students' college experiences and the relationship between their time use and well-being, and offer crucial guidance for educators on how to support low-income students' well-being as they navigate college. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1446754 |
| Database: |
ERIC |