ABSTRACT The purpose of this study is to determine the role of university students' course-leisure conflicts on well-being. The study group consisted of a total of 600 participants, 277 women and 323 men, from Kastamonu, Adnan Menderes, Mersin and Siirt universities. In addition to the personal information form as a data collection tool in the study, the "Course-Leisure Conflict Scale" developed by Tsaur and Tang (2012) and adapted into Turkish Culture by Işık & Demirel (2018), and the “Oxford Happiness Scale Short Form-OHQ-K” scale developed by Hills & Argyle (2002) and adapted into the Turkish Culture by Çötok (2016), were used. Descriptive statistics (frequency, percentage, mean, standard deviation) and structural equation modelling were used to analyse the data. According to the findings of the study, the conflict of the course with leisure (tension) and the conflict of leisure with the course (tension) do not affect happiness (p> 0.05). The conflict of the course with leisure (temporal) reduces happiness (= -0,022). An increase of one standard unit in the conflict (temporal) of the course with leisure causes a decrease of -0,022 standard units in happiness. The conflict (intensity) of the course with leisure decreases happiness (= -0.072). An increase of one standard unit in the conflict (intensity) of the course with leisure causes a decrease of -0.072 standard units in happiness. The conflict of leisure with the course (intensity) decreases happiness (= -0.190). An increase of one standard unit in the conflict (intensity) of leisure causes a -0,190 standard unit decrease in happiness. The explanatory variance value of the course-leisure conflict on happiness was found as R2 = 7.3%. As a result, it can be said that the course-leisure conflict affects happiness.

University students, course-leisure conflict, happiness