The time management challenge has a high mean value of 3.94, indicative of it being always encountered, while its coping mechanism is somewhat effective with a mean value of 3.22, as it is sometimes coped . The significant relationship found between challenges and coping mechanisms suggests that students are actively attempting to address time management issues through specific strategies, though these mechanisms are not fully resolving the issues. This relationship underscores the need for enhanced or alternative strategies for improved time management to effectively balance their dual roles .

Balancing dual roles of work and study might positively impact long-term personal and professional development by teaching essential skills such as time management, setting priorities, and financial management. The challenges specific to these areas, when effectively coped, could result in stronger resilience, adaptability, and practical skills beneficial in the workplace . However, the consistent struggle indicated by the study suggests that without effective coping mechanisms or external support, students may experience stress that could hinder their academic performance or well-being, potentially affecting overall development negatively if not properly addressed .

The most frequently encountered challenge for social studies working students is time management, with a mean value of 3.94, indicating it is always encountered . In contrast, financial aspects and setting priorities both have mean values suggesting they are sometimes encountered, with financial obstacles at 3.18 and prioritization issues at 3.20 . The most prevalent challenge in terms of coping mechanisms is also time management, with a coping mean value of 3.22, indicating it is sometimes coped . This suggests that while time management is consistently a challenge, it has a relatively more effective coping mechanism compared to financial and priority issues, which are somewhat less prevalent and similarly coped.

The research suggests that despite the challenges, working students find motivation in their dual roles to develop necessary skills for better employment, thus recommending enhanced support mechanisms that align with this motivation . Support could include flexible scheduling, mentorship programs, and resource availability for time management and financial literacy. The evidence lies in the significant relationship between challenges and coping mechanisms, indicating targeted support could enhance capability in these areas, thereby lessening the impact of challenges and improving coping efficiency .

The study reveals that setting priorities is a challenge with a mean value of 3.20, indicating it is sometimes encountered . This challenge is encountered less frequently compared to time management, which has a higher mean value of 3.94, denoting more frequent encounters . The challenge of setting priorities is on par with financial challenges, reflecting a consistent struggle for working students in balancing multiple responsibilities .

The mean value for the financial aspect challenge is 3.18, indicating it is a sometimes-encountered issue, while the coping mechanism has a mean value of 3.06, also indicating it is sometimes coped . This close alignment reflects that financial challenges are persistent and not fully addressed by current coping mechanisms, suggesting a gap where targeted interventions might improve outcomes. These could include financial literacy programs or institutional support in the form of scholarships or flexible work-study arrangements .

The research employed a quantitative research method with a descriptive correlation design, using a survey questionnaire administered to 30 social studies working students via snowball sampling or chain referral . This methodological approach impacts the validity by introducing potential sampling bias due to non-random selection and the small sample size, which may limit generalizability. However, the descriptive correlation design allows for an understanding of relationships between challenges and coping mechanisms, although causation cannot be inferred .

The study uncovered a significant relationship between the challenges encountered and the coping mechanisms used by social studies working students, despite no significant differences in the types of challenges or coping mechanisms themselves . This suggests that coping mechanisms are specifically developed in response to the challenges, reflecting an adaptive response from the students. This finding is crucial for understanding how students manage their dual roles and highlights areas where further supportive interventions could be implemented, especially where coping mechanisms are less effective .

Social studies working students perceive working while studying as a motivation to further develop themselves and acquire necessary skills for better employment, despite the challenges . This perception aligns with the challenges they face, particularly in time management and priorities, as tackling these challenges may develop resilience and skills beneficial in the workplace. This suggests that the perceived long-term professional benefits mitigate the short-term challenges posed by balancing work and study .

The study indicates a significant relationship between the challenges encountered by working students and the coping mechanisms they employ . Despite not finding significant differences in the challenges and coping mechanisms encountered, the significant relationship suggests that coping mechanisms are tailored to the challenges faced. This implies that working students develop coping strategies directly in response to the challenges, showing a direct correlation rather than random development of coping skills. However, the effectiveness of these mechanisms is only partial, as indicated by the mean values around mid-scale ratings, suggesting room for improvement .