The Effect of Multiple Roles on Women Majoring in Education

Abstract

Traditional- and nontraditional-age undergraduate women majoring in education were surveyed to determine whether multiple-role incumbency is associated with student role strain and with affective well-being. Traditional-age students reported significantly more student role strain even though they occupied fewer life roles and reported the perception of less time pressure. Multiple-role incumbency was not related to student role strain for either group but was related positively to well-being in the nontraditional-age group. Findings are discussed in terms of theory and apparent significance for advisors.