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

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Title: Job Characteristics and College Performance and Attitudes: A Model of Work-School Conflict and Facilitation
Language: English
Authors: Butler, Adam B.
Source: Journal of Applied Psychology. Mar 2007 92(2):500-510.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/pubs/index.aspx
Peer Reviewed: Y
Page Count: 11
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Academic Achievement, Conflict, Structural Equation Models, Role Theory, Education Work Relationship, College Students, Higher Education, Adolescents, Outcomes of Education, School Role, Undergraduate Students, Satisfaction
Geographic Terms: United States
Assessment and Survey Identifiers: ACT Assessment
DOI: 10.1037/0021-9010.92.2.500
ISSN: 0021-9010
Abstract: 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. (Contains 3 tables and 1 figure.)
Abstractor: As Provided
Number of References: 67
Entry Date: 2012
Accession Number: EJ980605
Database: ERIC
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/pubs/index.aspx
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  Data: 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. (Contains 3 tables and 1 figure.)
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      – SubjectFull: Conflict
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      – SubjectFull: Structural Equation Models
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      – SubjectFull: United States
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      – SubjectFull: ACT Assessment
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