Job characteristics and college performance and attitudes: A model of work-school conflict and facilitation.

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.

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