Date of Award

1-1-2015

Language

English

Document Type

Master's Thesis

Degree Name

Master of Arts (MA)

College/School/Department

Department of Psychology

Program

Industrial/Organizational Psychology

Content Description

1 online resource (iii, 31 pages) : illustrations

Dissertation/Thesis Chair

Eunae Cho

Committee Members

Michael Ford

Keywords

Interactional justice, School-work conflict, Surface acting, Work-school conflict, College students, Academic achievement, Role conflict, Conflict (Psychology)

Subject Categories

Psychology

Abstract

Based on role theory (Katz & Kahn, 1978) and conservation of resources theory (Hobfoll, 1989), work-school domain conflicts – both work-school conflict (WSC) and school-work conflict (SWC) – among employed students were studied. Job supervisor and instructor interactional justice and various role demands (i.e., surface acting and academic demands) were examined as antecedents of work-school domain conflicts, whereas GPA and task performance were examined as consequences. Participants were 109 college students who were working at least 10 hours per week. The results suggest that only academic demands were an antecedent of SWC and task performance was the only consequence of SWC. Contrary to expectations, work-school domain conflicts did not mediate the relationship between the antecedents and the outcomes. The practical implications and limitations of this research, and directions for future research are discussed.

Download

Included in

Psychology Commons

Share

COinS