Exploring family and academic role conflict among undergraduate students of the University of Nigeria.

Many adult workers struggle to balance family and work roles, potentially leading to inter-role conflict. Similarly, adult students experience conflicting demands of academic and family roles. The study explored the prevalence and correlates of family and academic role conflict using a sample of 300 students selected from five faculties of the University of Nigeria. Data were collected with a questionnaire titled Family and Academic Role Conflict Scale. The questionnaire was validated using exploratory and confirmatory factor analyses. A bi-factor model was established; the academic-to-family role (AFR) conflict, the family-to-academic role (FAR) conflict factors, and the combined family and academic role conflict (FARC). Data were analysed using frequencies, percentages, point biserial correlation, and multiple regression. Results showed a high (23.3%) prevalence of FARC with a higher prevalence (38.0%) of the AFR than the 19% prevalence of the FAR conflict. Certain demographic characteristics of the students such as age, marital status, and parents/guardians/spouses' educational status significantly correlate with family and academic role conflict. The study concludes that undergraduate students experience inter-role conflict between their family and academic roles in the same way as employed adults experience work and family conflict and this could impact their academic performance and overall well-being. University authorities need to fully understand family and academic role conflict among students to develop sustainable solutions. This article provides insights into how such conflict plays out in this particular context. Therefore, collaboration among stakeholders is crucial for effective strategies to balance family demands and the academic responsibilities of students. [ABSTRACT FROM AUTHOR]