Applying the Job Demands-Resources Model to the educational context, we investigate which role part-time employment plays next to health-care professional students’ education-specific demands and resources in the prediction of perceived stress. In this cross-sectional study, data from N = 161 health-care students were analysed, testing moderation models. Education-specific demands were associated with higher and education-specific resources with lower amounts of perceived stress. Part-time employment functioned as moderator, i.e. demands were less associated with stress experiences in students who were employed part-time. Identifying part-time employment as a resource rather than a demand illustrates the need to understand students’ individual influences on stress. Both educators and students will benefit from reflecting these resources to support students’ stress management.
Published by IOSPress
2020, English
7 pages
