Self-Adjustment in College Students with Dual Roles

Abstract

Female students who play dual roles as wives, mothers, and students face complex psychosocial demands that can potentially lead to role conflict. This study aims to explore the processes and factors that influence self-adjustment in this population. The study used a qualitative approach with an intrinsic case study design. The participant was a 25-year-old married Master of Psychology student with a six-month-old child. Data were collected through semi-structured interviews and analyzed using the Braun & Clarke thematic analysis model. The results showed that the participant's self-adjustment was supported by (1) strong self-determination as a form of self-actualization, (2) instrumental social support (babysitter) from their family of origin, and (3) effective communication and role sharing with their partner. The participant implemented adaptive adjustment strategies, task delegation, and acceptance-based emotional coping. The implications of this study highlight the importance of systemic support from educational institutions and families to facilitate the academic success and psychological well-being of female students who play dual roles.