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.
Recommended Citation
Kim, So Jung, "Work and school experiences of employed students" (2015). Legacy Theses & Dissertations (2009 - 2024). 1424.
https://scholarsarchive.library.albany.edu/legacy-etd/1424