MULTIPLE ROLE CONFLICT AND WORKLOAD: A POSITIVE RELATIONSHIP WITH LEARNING MOTIVATION AMONG MASTER'S STUDENTS

Working master's students face professional and academic demands that may create role conflict and affect learning motivation. This study analyzes the relationship of multiple role conflict and workload with the learning motivation of students in the Master of Educational Management Program, Universitas Mulawarman, Class of 2026. A quantitative cross-sectional survey design was used, and data from 72 working students out of a population of 82 regular students were analyzed using multiple linear regression. The results show that multiple role conflict is positively and significantly related to learning motivation (B = 0.405; p < 0.001), as is workload (B = 0.592; p < 0.001). The simultaneous test yielded F = 99.897 (p < 0.001) and R² = 0.743. These findings contradict the initial hypothesis, which predicted a negative relationship. The results indicate the need to consider the characteristics and educational goals of working postgraduate students, without interpreting the statistical relationship as causal.