Abstract

This study at Bestlink College of the Philippines examined how multiple role demands affect emotional regulation and psychological well-being among working students. Many students balance school, work, and family responsibilities, which may lead to stress and emotional strain. Emotional regulation includes adaptive and maladaptive strategies, while psychological well-being covers autonomy, growth, relationships, purpose, and self-acceptance. Guided by Self-Determination Theory by Edward Deci and Richard Ryan, the study aimed to determine whether multiple role demands significantly influence students’ emotional regulation and well-being. The study used a descriptive-correlational quantitative design to examine relationships among variables. Participants were working students at Bestlink College of the Philippines selected through purposive sampling. Most were young adult females in higher year levels with part-time jobs and multiple responsibilities. Data were collected through validated Likert-scale questionnaires on demographics, emotional regulation, and psychological well-being. Surveys were conducted face-to-face and analyzed using descriptive statistics and the Kruskal–Wallis test. The findings revealed that working students used both maladaptive (self-blame, rumination, catastrophizing) and adaptive (acceptance, planning, positive reappraisal) emotional regulation strategies, reflecting both stress and resilience in managing multiple roles. They reported generally high psychological well-being across autonomy, growth, relationships, purpose, and self-acceptance. Employment type significantly influenced emotional regulation, while course and year level affected psychological well-being; other demographic factors showed no significant differences. The results show that multiple role demands affect how working students manage their emotions. Although some use maladaptive strategies like self-blame and rumination, many demonstrate resilience through adaptive coping. Students generally reported high psychological well-being, supported by autonomy, growth, positive relationships, and purpose in life. Employment type influences emotional regulation, while academic factors affect well-being, highlighting the importance of flexible work and supportive school environments.