Job Characteristics and College Performance and Attitudes: A Model of Work-School Conflict and Facilitation

The processes linking job characteristics to school performance and satisfaction in a sample of 253 full-time college students were examined from 2 role theory perspectives, 1 of which emphasized resource scarcity and the other resource expansion. Model tests using structural equation modeling showe...

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Bibliographic Details
Published in:Journal of applied psychology 2007-03, Vol.92 (2), p.500-510
Main Author: Butler, Adam B
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
ACT Assessment
Adolescents
Adult
Attitude
Biological and medical sciences
College Students
Conflict
Conflict (Psychology)
Congruence
Corporate culture
Correlation analysis
Education Work Relationship
Educational psychology
Employment
Everyday life
Female
Fundamental and applied biological sciences. Psychology
Higher Education
Human
Humans
Job analysis
Job Characteristics
Job control
Job Description
Job satisfaction
Male
Mental stress
Outcomes of Education
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Role Conflicts
Role Theory
Satisfaction
School Role
Social Facilitation
Social psychology
Structural Equation Models
Students
Studies
Undergraduate Students
United States
Universities
Work-School conflict
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Summary:The processes linking job characteristics to school performance and satisfaction in a sample of 253 full-time college students were examined from 2 role theory perspectives, 1 of which emphasized resource scarcity and the other resource expansion. Model tests using structural equation modeling showed that 2 resource-enriching job characteristics, job-school congruence and job control, were positively related to work-school facilitation (WSF). Two resource-depleting job characteristics, job demands and work hours, were positively related to work-school conflict (WSC), and job control was negatively related to WSC. In turn, WSF was positively related to school performance and satisfaction, and WSC was negatively related to school performance. Both WSF and WSC mediated the relationship between the job characteristics and school outcomes. There was no evidence of interactive effects between enriching and depleting job characteristics on interrole processes.
ISSN:0021-9010
1939-1854
DOI:10.1037/0021-9010.92.2.500