NAVIGATING ROLE TRANSITIONS IN OPEN EDUCATION: AN ASSOCIATIONAL ANALYSIS OF WORK-FAMILY BALANCE, EMOTIONAL RESOURCES, AND IDENTITY INTEGRATION AMONG ADULT LEARNERS
Keywords:
Work-family balance, Social identity, emotional intelligence, Psychological capital, Sequential associational modelAbstract
This study examines how perceived work-family balance—conceptualized as the successful management of digital boundary permeability—relates to identity compatibility among adult learners in China. Drawing upon the Work-Home Resources (WHR) model and the Social Identity Model of Identity Change (SIMIC), we constructed a sequential associational network model. Using an Associational Variable Analysis (AVA) framework to rigorously analyze cross-sectional data, emotional intelligence and psychological capital were positioned as essential "navigational meta-competencies" (sequential volatile and structural resources). Data were collected through an online survey of 471 adult learners enrolled in the Open University of China. Established scales were adopted to measure work-family balance, emotional intelligence, psychological capital, and social identity. Confirmatory factor analysis confirmed the validity of each instrument. The hypothesized sequential associational pathways were tested using an Associational Variable Analysis framework via Hayes’ PROCESS macro (model 6). Results indicated three key findings. First, work-family balance was directly and positively associated with social identity (Effect = 0.30, p < 0.001). Second, both emotional intelligence (Effect = 0.10, 95% CI = [0.05, 0.16]) and psychological capital (Effect = 0.08, 95% CI = [0.04, 0.13]) served as significant independent associational pathways. Third, the sequential pathway from emotional intelligence to psychological capital was significant (Effect = 0.06, 95% CI = [0.03, 0.09]) These findings demonstrate that perceived work-family balance, acting as a vital contextual resource, is associated with enhanced identity integration through the sequential accumulation of emotional and psychological resources. The study extends the application of the WHR and SIMIC frameworks within educational psychology and provides a theoretical foundation for targeted psychological support in adult distance education.References
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