Abstract

Education is essential for personal and societal development, yet balancing academic responsibilities and employment remains challenging for students. This thesis investigates the complexities of work-study balance among Canadian students, encompassing both domestic and international cohorts. Utilizing JD-R (Job Demands Resources) theory and transactional theory of stress and its extension ie the Challege-Hindrance Framework, the thesis examines how work demands like perceived work overload and study demands like minimum credit requirements influence perceived degree completion. A quantitative online survey gathered data from 108 participants across various academic disciplines and employment sectors, including domestic and international students. Findings reveal that while perceived work overload alone does not directly predict degree completion, its impact is mediated by work-study conflict. International student status, despite unique challenges like visa restrictions, does not significantly alter this mediated relationship. Practically, the thesis underscores the need for tailored support mechanisms and flexible policies in educational institutions to foster a supportive work-study environment. The study acknowledges limitations in sample size and design, suggesting that future research employs longitudinal and mixed methods approaches to further explore these dynamics across diverse academic and cultural contexts.