Students enrolled in the Open Education System of Universidad Veracruzana (SEA-UV) often combine academic demands with work and family responsibilities. This study aimed to analyze the relationship between occupational psychosocial risk factors and indicators of adverse effects on academic persistence among working students enrolled in the SEA-UV Business Administration program. A quantitative, correlational, and cross-sectional study was conducted. The instrument, adapted from NOM-035-STPS-2018, assessed workload, working hours, work–study–family interference, and workplace support, as well as indicators associated with academic persistence. The sample consisted of 40 students who were employed at the time of the study. Spearman’s rho correlations showed that work–study–family interference had the strongest association with adverse effects on academic persistence (ρ = .692, p < .001), followed by working hours (ρ = .423, p = .007) and workload (ρ = .334, p = .035). Workplace support showed an inverse relationship (ρ = −.532, p < .001). In addition, 87.5% of participants reported being committed to completing their degree. It is concluded that adverse effects on academic persistence were primarily associated with work–study–family interference, as well as with working hours and workload, whereas greater workplace support was associated with fewer academic difficulties.
Students enrolled in the Open Education System of Universidad Veracruzana (SEA-UV) often combine academic demands with work and family responsibilities. This study aimed to analyze the relationship between occupational psychosocial risk factors and indicators of adverse effects on academic persistence among working students enrolled in the SEA-UV Business Administration program. A quantitative, correlational, and cross-sectional study was conducted. The instrument, adapted from NOM-035-STPS-2018, assessed workload, working hours, work–study–family interference, and workplace support, as well as indicators associated with academic persistence. The sample consisted of 40 students who were employed at the time of the study. Spearman’s rho correlations showed that work–study–family interference had the strongest association with adverse effects on academic persistence (ρ = .692, p < .001), followed by working hours (ρ = .423, p = .007) and workload (ρ = .334, p = .035). Workplace support showed an inverse relationship (ρ = −.532, p < .001). In addition, 87.5% of participants reported being committed to completing their degree. It is concluded that adverse effects on academic persistence were primarily associated with work–study–family interference, as well as with working hours and workload, whereas greater workplace support was associated with fewer academic difficulties. Read More