Honors Program Theses

Award/Availability

Open Access Honors Program Thesis

First Advisor

Adam Butler

Abstract

Working while enrolled in college has become increasingly prominent, yet its effects on school outcomes and student well-being are not yet understood. The purpose of this study was to examine the effects of individual differences and nuances in the school and work domains to obtain a more precise model of Work-School Conflict [WSC]. Data were collected from 401 undergraduate and graduate students from the University of Northern Iowa and analyzed using hierarchical (blocked) linear regression analyses. While job flexibility negatively predicted WSC, job permeability interacted with number of hours worked off-campus and workload, differentially predicting WSC; while permeability decreased WSC when working a high number of off-campus hours, it increased WSC when working a low number of off-campus hours. For workload, permeability increased WSC when workload was high and decreased WSC when workload was low. This suggests that job permeability is not always a resource. This study provides insight into the effects of working while in college, which has important implications for student workers.

Year of Submission

2013

Department

Department of Psychology

University Honors Designation

A thesis submitted in partial fulfillment of the requirements for the designation University Honors

Comments

If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

5-2013

Object Description

1 PDF file (30 pages)

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