Commuting stress and role centrality : antecedents to work-school conflict
As tuition fees and cost of living hike yearly, more college students work to support their education, living expenses and for some financial freedom (Beeson & Wessel, 2002). Employed undergraduates are presented with challenges in managing work and school demands, resulting in work-school confl...
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| Format: | Final Year Project (FYP) |
| Language: | English |
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2019
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| Online Access: | http://hdl.handle.net/10356/77201 |
| _version_ | 1826119735397318656 |
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| author | Chew, Ice Asher |
| author2 | Eunae Cho |
| author_facet | Eunae Cho Chew, Ice Asher |
| author_sort | Chew, Ice Asher |
| collection | NTU |
| description | As tuition fees and cost of living hike yearly, more college students work to support their education, living expenses and for some financial freedom (Beeson & Wessel, 2002). Employed undergraduates are presented with challenges in managing work and school demands, resulting in work-school conflict (Markel & Frone, 1998). The aim of the current research was to investigate two novel antecedents of work-school conflict: commute stress and role centrality. By investigating novel antecedents to work-school conflict, we may be able to suggest improvements to employed students’ well-being and performance in the two roles. We hypothesized that commuting stress and role centrality would positively predict work-school conflict. Additionally, we hypothesized an interactive effect such that the relationship between role centrality and work-school conflict becomes stronger for those who experience higher commuting stress. The study utilized several self-reported measures in a cross-sectional design. Multiple regression was used to analyze the proposed models while controlling for the chief predictor of role conflict, role demands. We found that commute stress predicts school-to-work conflict, but not work-to-school conflict. Also, the interaction between commute stress and work centrality predicted work-to-school conflict, but not school-to-work conflict. Overall, our findings suggested that the relationships between the antecedents (commute stress, role conflict) and work-school conflict differ across the two domains. The current study highlights the need for more studies on the antecedents to work-school conflict to better understand this unique but understudied population. |
| first_indexed | 2024-10-01T05:04:57Z |
| format | Final Year Project (FYP) |
| id | ntu-10356/77201 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T05:04:57Z |
| publishDate | 2019 |
| record_format | dspace |
| spelling | ntu-10356/772012019-12-10T12:41:57Z Commuting stress and role centrality : antecedents to work-school conflict Chew, Ice Asher Eunae Cho School of Social Sciences DRNTU::Social sciences::Psychology As tuition fees and cost of living hike yearly, more college students work to support their education, living expenses and for some financial freedom (Beeson & Wessel, 2002). Employed undergraduates are presented with challenges in managing work and school demands, resulting in work-school conflict (Markel & Frone, 1998). The aim of the current research was to investigate two novel antecedents of work-school conflict: commute stress and role centrality. By investigating novel antecedents to work-school conflict, we may be able to suggest improvements to employed students’ well-being and performance in the two roles. We hypothesized that commuting stress and role centrality would positively predict work-school conflict. Additionally, we hypothesized an interactive effect such that the relationship between role centrality and work-school conflict becomes stronger for those who experience higher commuting stress. The study utilized several self-reported measures in a cross-sectional design. Multiple regression was used to analyze the proposed models while controlling for the chief predictor of role conflict, role demands. We found that commute stress predicts school-to-work conflict, but not work-to-school conflict. Also, the interaction between commute stress and work centrality predicted work-to-school conflict, but not school-to-work conflict. Overall, our findings suggested that the relationships between the antecedents (commute stress, role conflict) and work-school conflict differ across the two domains. The current study highlights the need for more studies on the antecedents to work-school conflict to better understand this unique but understudied population. Bachelor of Arts in Psychology 2019-05-15T08:47:07Z 2019-05-15T08:47:07Z 2019 Final Year Project (FYP) http://hdl.handle.net/10356/77201 en Nanyang Technological University 73 p. application/pdf |
| spellingShingle | DRNTU::Social sciences::Psychology Chew, Ice Asher Commuting stress and role centrality : antecedents to work-school conflict |
| title | Commuting stress and role centrality : antecedents to work-school conflict |
| title_full | Commuting stress and role centrality : antecedents to work-school conflict |
| title_fullStr | Commuting stress and role centrality : antecedents to work-school conflict |
| title_full_unstemmed | Commuting stress and role centrality : antecedents to work-school conflict |
| title_short | Commuting stress and role centrality : antecedents to work-school conflict |
| title_sort | commuting stress and role centrality antecedents to work school conflict |
| topic | DRNTU::Social sciences::Psychology |
| url | http://hdl.handle.net/10356/77201 |
| work_keys_str_mv | AT chewiceasher commutingstressandrolecentralityantecedentstoworkschoolconflict |