[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-596740-en":59,"doc-seo-596740-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":36,"preview_page_count":4},596740,962090768927,"Muffet","https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","The Importance of University Students’ Perceived Ability to Balance Multiple Roles - A Comparison of Students with and without Disabilities","Canadian students manage both academic and non-academic obligations, and the perceived ability to balance these demands shapes the overall university experience. The study compares students with and without disabilities regarding participation in academic and non-academic activities, employment, social engagement, and family responsibilities. Results show both groups engage in similar obligation types, while perceived balancing is linked to higher academic self-efficacy and resourcefulness for all. Students with disabilities spend fewer hours on non-academic activities and have fewer course hours, yet study comparable hours, and those struggling to balance roles are less adapted to university. Delays in accessing learning accommodations may hinder adaptation, so university policies and time-management and resourcefulness training in curricula are recommended.","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 47, No. 2, 2017, pages 71-86  \nThe Importance of University Students’Perceived Ability to Balance Multiple Roles:  \nA Comparison of Students with and without Disabilities  \nMaureen J. Reed Ryerson University  \nDeborah J. Kennett Trent University  \nAbstract  \nCanadian students have academic and non-academic obligations, and their ability to balance them may impact university experience. Involvement in academic and non-academic activities, and the perception of balancing them was compared between students with and without disabilities. Results revealed that both groups of students participated in employment, social activities, and family obligations. Furthermore, perceived ability to balance academic and non-academic activities was associated with higher academic self-efficacy and resourcefulness in all students. Relative to non-disabled peers, students with disabilities spent fewer hours participating in non-academic activities, had fewer course hours, but studied as many hours. Students with disabilities who had difficulties balancing their multiple roles were less adapted to university.  \nThe time to access accommodations for learning may act as a barrier to adaptation. Creating university policies around accommodations for learning would benefit students with disabilities, and the incorporation of resourcefulness and time-management into university curriculum would benefit all students.  \nRésumé  \nLes étudiants canadiens ont tous des obligations scolaires et parascolaires, et leur capacité à les équilibrer entre elles peut avoir des répercussions sur leur expérience universitaire. La participation à des activités scolaires  \nCJHE / RCES Volume 47, No. 2, 2017  \nPerceived Ability to Balance Roles / M. J. Reed & D. J. Kennett 72  \net parascolaires, et la perception d’arriver à les équilibrer entre elles a été comparée entre étudiants avec handicap et étudiants sans handicap. Les résultats ont démontré que les étudiants avaient tous des obligations professionnelles, sociales et familiales, peu importe s’ils étaient affligésd’un handicap ou non. En outre, la perception de pouvoir équilibrer entre elles les activités scolaires et parascolaires a été associée à une meilleure efficacité scolaire autodidacte et à un meilleur esprit d’initiative chez tous les étudiants. Comparativement à leurs camarades sans handicap, les étudiants avec handicap consacraient moins d’heures à des activités parascolaires, disposaient de moins d’heures de cours, mais étudiaient autant d’heures. Les étudiants avec handicap qui avaient dela difficulté à équilibrer leurs multiplesrôles étaient moins adaptés à la vie universitaire. Comme le temps nécessaire pour accéder aux installations d’apprentissage peut constituer une barrière à l’adaptation, l’élaboration de politiques universitaires autour des installations d’apprentissage serait bénéfique pour les étudiants avec handicap. De même, l’intégration del’esprit d’initiative et delagestion du temps dans le programmed’études universitaires profiterait à tous les étudiants.  \nIntroduction  \nOver the last several decades, governments in Canada and other countries have encouraged universities to provide access to higher education to wider segments of the population (Hornsby & Osman, 2014; Ogilvie & Eggleton, 2011; Ontario Human Rights Commission, 2005; Prudence & Li-Tien, 2013; Rossi, 2010) . In general, this has meant an increase in the number of students attending university who traditionally did not seek university education. These non-traditional students include, but not exclusively, older students, students whose parents are less educated, students from economically disadvantaged homes, students with family responsibilities, and students with disabilities (Reed, 2016). While there are many benefits to providing higher education to a diverse population, such as employment, innovation, and improved health ","cbCaigJ0NVGwONtS","https://ap.wps.com/l/cbCaigJ0NVGwONtS","pdf",295004,16,"English","en",105,"# Abstract\n## Introduction\n## Methods and Findings","[{\"question\":\"What does the paper focus on regarding university students?\",\"answer\":\"It examines how students’ perceived ability to balance multiple roles—academic and non-academic—affects their university experience.\"},{\"question\":\"How do students with disabilities differ from non-disabled students in the study?\",\"answer\":\"Compared with non-disabled peers, students with disabilities spend fewer hours on non-academic activities and have fewer course hours, but they study as many hours and may be less adapted when they struggle to balance roles.\"},{\"question\":\"What barriers and recommendations does the study propose for improving adaptation?\",\"answer\":\"The time required to access learning accommodations may act as a barrier, so the paper recommends university policies on accommodations and incorporating resourcefulness and time-management into curricula for all students.\"}]","The Importance of University Students’ Perceived Ability to Balance Multiple Roles - A Comparison of Students with and without Disabilities | PDF",1792083627,{"code":4,"msg":81,"data":82},"ok",{"site_id":75,"language":74,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"the-importance-of-university-students-perceived-ability-to-balance-multiple-roles-a-comparison-of-students-with-and-without-disabilities","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/the-importance-of-university-students-perceived-ability-to-balance-multiple-roles-a-comparison-of-students-with-and-without-disabilities/596740/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":74,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/the-importance-of-university-students-perceived-ability-to-balance-multiple-roles-a-comparison-of-students-with-and-without-disabilities/596740.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":39},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What does the paper focus on regarding university students?","Question",{"text":128,"@type":129},"It examines how students’ perceived ability to balance multiple roles—academic and non-academic—affects their university experience.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How do students with disabilities differ from non-disabled students in the study?",{"text":133,"@type":129},"Compared with non-disabled peers, students with disabilities spend fewer hours on non-academic activities and have fewer course hours, but they study as many hours and may be less adapted when they struggle to balance roles.",{"name":135,"@type":126,"acceptedAnswer":136},"What barriers and recommendations does the study propose for improving adaptation?",{"text":137,"@type":129},"The time required to access learning accommodations may act as a barrier, so the paper recommends university policies on accommodations and incorporating resourcefulness and time-management into curricula for all students.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":75},1792208928]