Managing boundaries between students’ work and study roles is crucial for success at university. Little research has examined the strategies used to manage these roles, the factors that relate to implementing them, and the outcomes associated with their use. Boundary management theory, an identity-based perspective, explains boundary management processes; yet, few studies have examined how identity affects the enactment of boundary strategies. We investigated the extent to which identity-based concepts (i.e., student role salience and future-self) were related to different types of boundary strategies (i.e., temporal and communicative), how these related to work-study balance, and, in turn, academic satisfaction. We tested our model on a sample of 266 working university students (M_Age = 20.07 years, SD = 2.63; 74% women) and it accounted for 41% of the variance in academic satisfaction. Significant relationships were found among identity-based concepts, boundary strategies, work-study balance, and academic satisfaction, highlighting the importance of student identity and the use of temporal strategies in achieving greater work-study balance and academic satisfaction. Suggestions for how education providers can retain students who are struggling to manage work and study are discussed.

管理学生工作和学习角色之间的界限对于在大学取得成功至关重要。很少有研究检查用于管理这些角色的策略、与实施这些角色相关的因素，以及与它们的使用相关的结果。边界管理理论，一种基于身份的观点，解释了边界管理过程；然而，很少有研究探讨身份认同如何影响边界策略的制定。我们调查了基于身份的概念（即学生角色突出性和未来自我）与不同类型的边界策略（即时间和交际）相关的程度，这些与勤工俭学平衡的关系，以及反过来，学业满意度。我们在 266 名在职大学生 ( M _Age= 20.07 岁，SD  = 2.63；74% 的女性），它占学业满意度差异的 41%。在基于身份的概念、边界策略、勤工俭学平衡和学业满意度之间发现了显着的关系，突出了学生身份和使用时间策略在实现更大的勤工俭学平衡和学业满意度方面的重要性。讨论了有关教育提供者如何留住难以管理工作和学习的学生的建议。