Honors Program Theses
Award/Availability
Open Access Honors Program Thesis
First Advisor
Adam Butler
Keywords
College students; Work-life balance;
Abstract
Today, full-time college students are working part- or full-time jobs while attending classes. The demands of work, added to the already high demands of college, may result in negative effects on the individual. However, some aspects of working may lead to positive effects. Previous research has largely focused on the effects of job demands on school performance and other outcomes in adolescents. Current research is lacking in studying the effects of working on college students. The purpose of this thesis project was to research workschool congruence (similarities between aspects of a student's college studies and aspects of their employment), and its influence on perceived job and school engagement and academic performance. Work-school congruence was measured using the constructs of supplementary and complementary fit. It was hypothesized that supplementary and complementary fit would be positively correlated to work engagement, school engagement and academic achievement. There were 120 participants in this study from a convenience sample of four University of Northern Iowa psychology courses. Participants who were currently employed completed a self-report survey measuring: demographics, supplementary fit, complementary fit, work engagement, school engagement, and academic achievement. Results showed that only school engagement was significantly related to work-school congruence.
Year of Submission
5-2011
Department
Department of Psychology
University Honors Designation
A thesis submitted in partial fulfillment of the requirements for the designation University Honors
Date Original
5-2011
Object Description
1 PDF file (27 pages)
Copyright
©2011 Kimberly E. Kluesner
Language
en
File Format
application/pdf
Recommended Citation
Kluesner, Kimberly E., "Fit Measures of Work-School Congruence and Individual Outcomes" (2011). Honors Program Theses. 859.
https://scholarworks.uni.edu/hpt/859
Comments
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