Determinants of Quality Coping and Knowledge Acquisition in Professional Work and Academic Study Systemic Interaction

This paper examined the factors that influence the quality of professional workers’ coping capabilities and knowledge acquisition when they concurrently engage in professional work and academic studies. Using quantitative and systemic analytical approaches, this study evaluated factors that are predictive of professional workers’ quality coping techniques and quality knowledge acquisition. Findings revealed that working and studying minimizes interaction with instructors and peers, risking dropout and low knowledge quality. Also, emotion-focused adaptive coping techniques and other emotional-oriented coping mechanisms are used to improve worklife. It is concluded that working and studying leads to minimal academic engagement and negative psychological impacts, which results in poor knowledge acquisition. It also concluded that while professional workers rely on emotion-focused adaptive coping techniques to effectively improve work-life balance, they deem other emotional-oriented coping mechanisms encapsulated by avoidance, personal history, networking, spirituality, fun and relaxation activities, to be ineffective.