A SYSTEMATIC REVIEW OF SELF-HANDICAPPING, PROCRASTINATION, WORK-LIFE BALANCE AND PSYCHOLOGICAL DISTRESS IN WORKING WOMEN PURSUING HIGHER EDUCATION

Abstract

The growing role of women in advanced education and still upholding professional responsibilities has led to new problems connected with psychological comfort and role control. This is a systematic review discussing the connection between self-handicapping, procrastination, work-life balance, and psychological distresses among working women in higher education. The research integrates already available empirical studies to comprehend the interplay between academic requirements, workload and family issues in affecting the mental health and productivity of women. Past studies have shown that working women tend to have time constraints, role conflict and expectations of the society; hence they resort to maladaptive coping mechanisms including procrastination and self-handicapping behaviors. Such actions may have adverse influence on performance at school, work effectiveness, and health, which disrupts work-life balance. The review also indicates that extended disproportion is experienced between professional, academic, and personal roles and can lead to psychological distress, such as stress, anxiety, and emotional exhaustion. Literature findings underscore the need to have supportive institutional policies, flexible working opportunities, and psychological coping mechanisms that allow women to feel at ease with the various responsibilities. An in-depth analysis of the issues encountered by working women in their education to higher levels has been given by the review through incorporation of different researches. It also demonstrates the necessity of using specific interventions, conducive conditions, and sensitizing efforts to enhance the healthier work-life balance and decrease psychological suffering in this group of people.