Self-Discipline in Work From Anywhere: A Qualitative Study of Indonesian Gen Z Students
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Abstract
Digital transformation has reshaped global work systems, accelerating the adoption of Work From Anywhere (WFA), which offers flexibility but requires stronger self-regulation. This study explores how Indonesian Gen Z students understand and practice self-discipline in flexible work settings, addressing a gap in research within developing and collectivist contexts. Using a qualitative interpretative phenomenological analysis (IPA) approach, data were collected through semi-structured interviews with Gen Z students (aged 18–25) who had experienced WFA. The findings reveal four key themes. First, a paradox between autonomy and structure: although participants value flexibility, they create “self-imposed structures” such as time-blocking, changing work locations, or using routines to sustain productivity. Second, digital boundary management is critical, as participants must manage distractions and avoid technostress caused by constant connectivity. Third, self-discipline is shaped by social context; in Indonesia’s collectivist culture, managing boundaries requires negotiation with family and the home environment. Fourth, discipline shifts from external control to internal integrity, where performance is measured by output and consistency rather than working hours. These findings indicate that success in WFA depends less on technical skills and more on self-regulation, including attention control, boundary setting, and emotional management. The study contributes to self-regulation theory in flexible work contexts and offers practical implications. Higher education institutions should integrate digital self-management and boundary management into career preparation, while organizations should adopt output-based performance systems and support employee well-being
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