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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Main Author: Chew, Ice Asher
Other Authors: Eunae Cho
Format: Final Year Project
Language:English
Published: 2019
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Online Access:http://hdl.handle.net/10356/77201
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.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
institution Nanyang Technological University
building NTU Library
country Singapore
collection DR-NTU
language English
topic DRNTU::Social sciences::Psychology
spellingShingle DRNTU::Social sciences::Psychology
Chew, Ice Asher
Commuting stress and role centrality : antecedents to work-school conflict
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.
author2 Eunae Cho
author_facet Eunae Cho
Chew, Ice Asher
format Final Year Project
author Chew, Ice Asher
author_sort Chew, Ice Asher
title Commuting stress and role centrality : antecedents to work-school conflict
title_short 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_sort commuting stress and role centrality : antecedents to work-school conflict
publishDate 2019
url http://hdl.handle.net/10356/77201
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