Navigating Dual Commitments: Examining the Psychological, Academic,

and Emotional Impact of Student Side Hustles

1,2
Master student of [Link]. Clinical Psychology, Department of Clinical Sciences, School of Health Science and
Technology, Dr. Vishwanath Karad MIT World Peace University, Pune
3
Assistant Professor, Department of Clinical Sciences, School of Health Science and Technology, Dr.
Vishwanath Karad MIT World Peace University, Pune [Link]@[Link]

Abstract: The study investigates the interplay between side hustles and academic responsibilities, focusing
on students’ self-perceived outcomes and coping mechanisms. The growing trend of full-time students
engaging in work alongside academic commitments necessitates a nuanced understanding of its emotional,
educational, and psychological implications.

Data were collected through semi-structured online interviews with 15 full-time graduate and
postgraduate students across diverse disciplines. Thematic analysis revealed two core dimensions: (1)
Motivational Drivers, including financial independence, skill acquisition, and a heightened sense
of responsibility to "become more"; and (2) Adaptive Dynamics, where participants emphasised proactive
time management, resilience, and maintaining a purposeful relationship with oneself despite isolation.
Notably, students reframed challenges as opportunities for growth, avoiding negative self-judgment.

While stress and physical fatigue were acknowledged, they were counterbalanced by pride in balancing
dual roles and prioritising self-awareness. The study identifies a critical gap in distinguishing side hustles - goal
driven, skill-aligned endeavours from part-time jobs - transactional income sources and their
differential impacts. These insights highlight a need for further research on the long-term impact of balancing
work alongside academics and whether certain personality or environmental variables may play a moderating
role which help reduce stress and improve overall well-being.

Keywords: Side Hustlers, Full-Time Degree Students, Hustle Culture

Introduction

Hustle culture, a growing trend among youth in the 21st century, has now permeated the lives of office workers
and university students. The term ‘hustle’ originates from the Middle Dutch word hutselen, which means "to
shake" or "to toss". It started being used in the English language in 17th century to refer to moving quickly or the
act of conning. (Online Etymological Dictionary, n.d). However, in the late 20th century, the term hustle became
popular to refer to relentless pursuit of work and productivity. Although there is no official definition for hustle
culture, Yuningsih et al. (2023) define it as "a culture that encourages people to work continuously anytime,
anywhere, considering career as the most important aspect of life, achieved through relentless hard work."
The rise of hustle culture can be seen during the Industrial Revolution and technological advancements. Precise
statistical data on the rise in husting over the years is limited but it’s increase can be seen in recent trends over
past few years. For example, an article stated that there is a 3% rise in in multiple job holding since 2000s in
many European countries like Germany, Neatherlands and Luxembourg (IZA World of Labor, 2017) and a study
shows that around 600 million people, which is about 22% of global working population, are working overtime
(International Labour Organization, 2007). Recently, these trends can also be seen in developing countries like
India. According to the International Labour Organization (ILO), Indians work an average of 48-50 hours per
week, surpassing the global average of 34-36 hours. This has huge impact on workers as it leads to burnout and
job dissatisfaction. According to World Health Organization (WHO) people who work for more than 55 hours
per week are at a higher risk of stroke and heart disease (2021).

It's not just the labour force, even today’s students are taking part in ‘the hustle’ which leads them to juggle their
academic responsibilities with side hustles, part-time jobs, or entrepreneurial ventures. In India, cities like
Bangalore, known for their thriving startup ecosystem, have seen a surge in student hustling, driven by both
financial necessity and aspirations for early career success (Mukherjee et al., 2024). Social media platforms
further amplify this trend by glorifying productivity and portraying side hustles as essential for success
(Chairunnisah & Kurnia, 2023)

But why are more and more students engaging in work side by side and how does it impact their lives? Human
Capital Theory suggests that a person’s professional and economic value depends on their education, skills,
training and experience. Regarding working students, it suggests that working alongside education can help
enhance their professional competence as it helps them gain real life skills and experience (Brecht.N. et al,
2018; Becker, 1964). Students tend to work for their career development as it would increase the likelihood of
employment if they have prior work experience.

However, while side hustling can help provide financial independence and help develop valuable skills, it also
poses risks such as stress, burnout and decrease in academic performance. Work-Study Conflict Theory suggests
that when students give significant time and energy to work or other entrepreneurial activities, their academic
performance may suffer due to role conflict, stress, and time constraints. Research indicates that students who
work long hours are at a higher risk of burnout, reduced satisfaction with university life, and lower academic
achievement. (Gayle.V & Lowe.J, 2007). This theory highlights the trade-offs students face when balancing
multiple commitments, often leading to poor sleep, increased anxiety, and strained social relationships. Another
theory regarding student work, Primary Orientation Theory given by Warner (2002) suggests that it isn’t really
the time spent on work vs in school that affects academic performance rather it’s the orientation of students that
matter i.e students that are more oriented towards their work will show more decrease in their academic
performance compared to students more oriented towards their studies (Baert.S. et al, 2018).

Despite the impact on their mental and physical health, as shown in multiple studies, hustle culture among
students is still on the rise. Perhaps it’s because of increased financial needs or just the societal pressures of
having to be professionally competent at all times. Regardless, this is a significant research gap as, while
hustling in employers or workers is studied, there is lack of research on hustling in students. This study aims to
address that gap through qualitative means to get in depth understanding of motivations and consequences of
side hustling in students.

Methodology

Participants

The study comprised 15 participants (9 Female, 6 Male) enrolled in full-time undergraduate or postgraduate
programs who were all actively engaged in side hustles ranging from entrepreneurship to internships.
Participants were aged 18–24 years (mean = 21), with 53% pursuing Master’s degrees and 47% in Bachelor’s
programs. Side hustles included owning businesses (e.g., physiotherapy clinics, baking ventures), freelancing
(e.g., content creation, tutoring), and internships. Interviews lasted 17–28 minutes (mean = 21 minutes) and
were conducted online via Google Meet or phone calls. Participant demographics are summarized in Table 1
(see Appendix).

Materials

A semi-structured interview schedule was developed to explore participants’ experiences, informed by a review
of literature on student employment and work-school conflict sourced from multidisciplinary databases
including Google Scholar, PubMed, and ERIC. Key domains included motivation, academic performance,
health impacts, and institutional support. Pilot testing with two students refined question clarity and flow. For
instance, the original question, “Has your side hustle affected your academic performance?” was rephrased to
“Can you describe how your side hustle has influenced your academic deadlines or coursework?” to elicit
concrete examples. The final schedule included open-ended probes such as “Walk me through a typical day
balancing your side hustle and studies” and “Describe a situation where your side hustle directly conflicted with
an academic obligation.”

Procedure

Data collection occurred between February 2025 and March 2025. Participants were asked to participate through
Google Forms and social media groups using convenience sampling. After expressing interest, participants
selected interview slots and received a digital information sheet outlining the study’s purpose: to understand the
challenges and benefits of balancing academics with side hustles. Written consent was obtained via email,
emphasizing anonymity (participants were assigned pseudonyms: P1–P15) and the right to withdraw. Interviews
were conducted in a private virtual setting to ensure confidentiality, audio-recorded, and transcribed verbatim
using [Link]. During interviews, the researcher did reflective listening and follow-up probes (e.g., “Can you
elaborate on how you managed emotions during burnout?”) to deepen responses. Post-interview, participants
received a debriefing summary and were invited to ask questions.

Analytical Approach

Thematic analysis was conducted manually using a systematic, iterative process to identify patterns in
participants’ experiences. This approach followed Braun and Clarke’s (2006) six-phase framework for thematic
analysis, adapted to prioritize depth and reflexivity. First, all interview recordings were transcribed verbatim to
ensure accuracy. The researchers then immersed themselves in the data through repeated readings, annotating
transcripts with handwritten notes to highlight initial impressions and potential patterns.

Next, descriptive codes were generated by segmenting the data into meaningful units (e.g., phrases or
paragraphs) and labelling them based on their content. For example, responses such as “I skip lectures when my
clients need urgent work” were coded as “academic compromise,” while statements like “My side hustle taught
me budgeting skills” were labelled “skill acquisition.” These codes were organized into a codebook, which was
refined iteratively as new insights emerged.

Codes were then grouped into preliminary themes through constant comparison, a process where similarities and
differences across responses were critically examined. For instance, codes such as “time-management guilt,”
“sleep deprivation,” and “social isolation” were clustered under the theme “psychological illness.” To ensure
validity, emerging themes were cross-checked against raw data and discussed with a second researcher, who
independently reviewed 20% of the transcripts. Discrepancies were resolved through consensus, and final
themes were defined and named to reflect participants’ lived experiences (e.g., “dual identity negotiation,”
“institutional dissonance”).

Reflexivity was maintained by documenting the researcher’s assumptions and biases in a reflective journal. As
a post-graduate student familiar with academic pressures, the researcher acknowledged potential biases toward
viewing side hustles as inherently empowering. Thematic saturation was confirmed when no new codes or
themes emerged after the 12th interview, ensuring comprehensive coverage of the dataset.
Results

Positive Impact of Side Hustles

A predominant theme across participant responses was the transformative role of side hustles in personal and
professional growth. Participants highlighted networking opportunities, financial independence, and practical
skill acquisition as primary benefits. For instance, Participant 4, the writer noted, “It has helped me gain many
skills… like technical proficiency, presence of mind, and building connections.” Secondary advantages included
improved confidence, communication skills, and time-management abilities. Participant 1, a physiotherapy
clinic owner, encapsulated this duality: “Mentally, it’s been a roller coaster… [but] working with people has
pushed me out of my comfort zone, boosting my self-confidence.”

Notably, participants framed challenges as catalysts for growth. Participant 13, reflected, “My internship taught
me time management, though my prior experience with a toxic boss led me to leave.” This underscores the role
of the workplace environment in shaping perceptions of side hustles.

Negative Impact: Burnout and Compromises

Social and relational costs were equally salient. Participant 4 (gymnastics coach) reported, “I couldn’t attend
weddings or family events,” and Participant 8 (freelancer) linked their romantic relationship dissolution to time
constraints. Participant highlighted social isolation: “People close to me don’t align with my schedule… it feels
lonely.”

Academic performance impacts were mixed. While some reported initial grade declines, most adapted over
time. Participant 7 (medical intern) noted, “Exams and night shifts were difficult, but I learned to
manage.” Only two participants discontinued their side hustles, both citing severe sleep disruption.

Motivational Drivers

Motivations centred on financial autonomy and professional development, with many emphasizing a desire to
transcend conventional paths. Participant 8, explained, “I wanted to do something unique during lockdown, not
just follow peers.” Others framed side hustles as identity-building endeavours, aligning work with personal
passions. Participant 5 stated, “Baking is my hobby; turning it into a business felt natural.”

Adaptive Strategies

Participants employed time-management tactics and emotional coping mechanisms, though strategies varied in
sustainability. While Participant 7 is on rigid scheduling (“I juggled night shifts and studying”), others
prioritized flexibility. Participant 5 emphasized boundaries: “If work overwhelms me, I simply decline projects.”

Emotional resilience often involves social support or leisure activities. Participant 12 described “walking in
parks or talking to friends” to mitigate burnout. However, unhealthy compromises, such as chronic sleep
deprivation, were common among those in inflexible roles.

Perceptions of Non-Employed Peers

Attitudes toward non-employed peers reflected individual values about productivity. Participant 12, expressed
neutrality: “What matters is happiness, not hustle.” In contrast, Participant 8 revealed ambivalence: “I seek
motivated friends but fear being outpaced by less busy peers.” These divergences suggest internalized societal
pressures to equate busyness with success.

Institutional Dissatisfaction

A near-universal theme was frustration with institutional rigidity. Participants criticized strict attendance policies
and inadequate support for working students. Participant 1 (design intern) advocated for “tailored attendance
rules or extra classes for employed students.” Such feedback underscores a gap between academic structures
and student realities.

Long-Term Engagement
Despite challenges, most intended to continue their side hustles post-graduation, particularly those in flexible or
passion-driven roles. Participant 5 (baker) affirmed, “I’ll keep my business it’s fulfilling.” Conversely,
participants in high-stress roles (e.g., healthcare internships) expressed uncertainty, citing sustainability
concerns.

Discussion

The findings of this study reveal that balancing a side hustle alongside full-time education presents a dual-edged
reality for students, characterized by both empowerment and strain. These results align with existing literature
on student employment, hustle culture, and identity negotiation, while also offering novel insights into the
socio-academic dynamics of modern student life. Below, we contextualize these findings within broader
theoretical frameworks and empirical studies, addressing their implications for policy, practice, and future
research. Consistent with Adjei (2019), who emphasized the relationship between financial literacy and
behavioral outcomes, participants in this study highlighted financial independence as a primary motivator for
engaging in side hustles. This aligns with the broader discourse on "hustle culture," where financial pragmatism
drives individuals to pursue multiple income streams (Chairunnisah & Kurnia, 2023). Participants’ reports of
skill acquisition (e.g., technical proficiency, networking) further resonate with studies linking student
employment to career readiness (IZA World of Labor, n.d.). For instance, Participant 6’s assertion that their side
hustle "helped gain technical skills and build connections" underscores how such roles function as informal
vocational training, bridging classroom learning and real-world application.

However, the nature of work emerged as a critical moderator of outcomes. Participants in passion-driven roles
(e.g., baking, content creation) reported higher satisfaction, echoing Tselepis’ (2023) findings that Generation Z
redefines hustle culture by aligning work with personal values. Conversely, those in rigid, high-stress roles (e.g.,
medical internships) faced greater burnout, mirroring Lingard’s (2007) observations on the conflict between
work and study. Contrary to studies suggesting that employment undermines academic performance (Brecht et
al., 2018), most participants reported minimal long-term impacts on grades. This supports the primary
orientation theory (Baert et al., 2018), which posits that students prioritize academic identity over work roles.
For example, Participant 7’s adaptation to "juggling night shifts and studying" reflects compartmentalization
strategies that preserve academic focus. However, this finding may also reflect sampling bias, as the study
overrepresented entrepreneurial and Master’s students, who likely possess stronger time-management skills than
hourly wage workers.

The pervasive reports of burnout, sleep deprivation, and social isolation align with global trends in mental health
challenges among employed students (Perić et al., 2020). Participant 12’s description of their mental state as a
"roller coaster" mirrors Maharani’s (2023) findings on the psychological toll of hustle culture in Indonesia,
where financial pressures clash with well-being. Notably, participants in flexible roles (e.g., freelancing)
exhibited greater resilience, suggesting that workplace autonomy buffers against stress, as theorized in the Job
Demands-Resources model (Bakker & Demerouti, 2017).The study’s exploration of intergroup categorizations
—between employed students, non-employed peers, and work colleagues—extends Grozev and Easterbrook’s
(2022) work on identity implications. Participants’ experiences of social isolation when peers dismissed their
dual roles reflect Sani’s (2008) schism theory, where subgroup distinctions within a superordinate category (e.g.,
"students") foster identity conflict. For instance, Participant 8’s fear of being "outpaced by non-employed peers"
underscores how upward comparisons exacerbate feelings of inadequacy, a phenomenon linked to lower
perceived status (Wenzel et al., 2008). However, solidarity among employed students emerged as a protective
factor. Participant 5’s ability to "decline projects" without guilt highlights how shared experiences within this
subgroup foster mutual support, akin to Levine et al.’s (2005) findings on ingroup empathy. This duality of
marginalization and resilience echoes Gayle and Lowe’s (2007) UK-based study, where employed students
navigated identity fragmentation through peer networks.

Limitations and Considerations

While this study offers valuable insights into the experiences of students balancing side hustles with academics,
several limitations warrant consideration. First, the sample composition predominantly included students reliant
on side hustles out of financial necessity, such as those receiving limited government maintenance loans or
international students. This focus may overemphasize the role of economic precarity in shaping perceptions,
potentially skewing findings away from students pursuing side hustles for supplemental income or personal
passion. For instance, participants working out of necessity reported heightened time constraints and social
sacrifices, which may not reflect the experiences of those with greater financial flexibility.

Second, the study’s exclusive reliance on student self-reports limits the validation of intergroup dynamics. While
participants described perceived divisions with non-employed peers and workplace colleagues, the absence of
data from these referent groups—such as non-employed students or full-time workers—prevents corroboration
of these categorizations. For example, workplace tensions reported by students might reflect misunderstandings
rather than actual hostility, underscoring the need for multi-perspective designs in future research.

Third, the narrow scope of existing literature on student-specific side hustles posed challenges. Much of the
cited research examines side hustles in broader populations, neglecting the unique academic, social, and
developmental contexts of students. This gap complicates direct comparisons between findings and prior
studies, particularly regarding identity negotiation and institutional support. Additionally, the cross-sectional
design restricts exploration of temporal dynamics, such as how side hustles impact evolve over semesters or in
response to academic pressures. Longitudinal approaches could clarify causality, such as whether financial stress
drives side hustle engagement or vice versa. The study did not investigate intra-group relationships among
students with side hustles, leaving unexplored how shared experiences foster solidarity or collective identity.
While participants mentioned informal support networks, systematic analysis of these interactions could deepen
understanding of resilience strategies unique to this subgroup. Addressing these limitations in future research
will enhance the ecological validity of findings and better inform institutional policies tailored to students
navigating dual roles.

Conclusion

This study provides a nuanced exploration of the dual realities faced by full-time students navigating the
demands of academia alongside side hustles. Through qualitative analysis of 15 students engaged in diverse
roles—from entrepreneurship to internships—the research underscores the transformative yet taxing nature of
balancing these commitments. Participants reported significant benefits, including financial independence, skill
acquisition, and enhanced self-confidence, which align with broader discourses on hustle culture as a driver of
personal and professional growth (Chairunnisah & Kurnia, 2023; Tselepis, 2023). However, these gains were
counterbalanced by substantial challenges: chronic stress, sleep deprivation, and social isolation emerged as
pervasive consequences, echoing global concerns about the mental health toll of overwork (Perić et al., 2020;
Maharani, 2023). The findings reinforce Work-Study Conflict Theory, illustrating how role strain and time
constraints jeopardize well-being, while also highlighting students’ resilience through adaptive strategies like
time management and peer support. Crucially, the study advances understanding of *student-specific* side
hustles, distinguishing them from generic part-time work by emphasizing their alignment with career aspirations
and identity-building, particularly in contexts like India’s burgeoning startup ecosystems (Mukherjee et al.,
2024).

The implications of this research extend beyond individual coping mechanisms to institutional and societal
reforms. Participants’ widespread dissatisfaction with rigid academic policies calls for universities to adopt
flexible frameworks—such as asynchronous learning and mental health resources—that acknowledge the
realities of student employment. Furthermore, the study challenges homogenized perceptions of hustle culture
by revealing how passion-driven ventures mitigate burnout compared to financially necessitated roles, a nuance
often overlooked in broader workforce studies (IZA World of Labor, n.d.). Future research should expand on
these insights through longitudinal designs to track long-term outcomes and cross-cultural comparisons to
disentangle socioeconomic influences. Additionally, incorporating perspectives from non-employed students and
workplace colleagues could validate reported intergroup dynamics and inform holistic support systems. By
bridging gaps in literature and practice, this study not only illuminates the complexities of modern student life
but also advocates for systemic changes that empower students to thrive academically, professionally, and
personally in an era where "hustling" is both a lifeline and a liability.

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