Managing boundaries between students’ work and study roles is crucial for success at university. Little research has examined the strategies used to manage these roles, the factors that relate to ...implementing them, and the outcomes associated with their use. Boundary management theory, an identity-based perspective, explains boundary management processes; yet, few studies have examined how identity affects the enactment of boundary strategies. We investigated the extent to which identity-based concepts (i.e., student role salience and future-self) were related to different types of boundary strategies (i.e., temporal and communicative), how these related to work-study balance, and, in turn, academic satisfaction. We tested our model on a sample of 266 working university students (
M
Age
= 20.07 years,
SD
= 2.63; 74% women) and it accounted for 41% of the variance in academic satisfaction. Significant relationships were found among identity-based concepts, boundary strategies, work-study balance, and academic satisfaction, highlighting the importance of student identity and the use of temporal strategies in achieving greater work-study balance and academic satisfaction. Suggestions for how education providers can retain students who are struggling to manage work and study are discussed.
The field work study can bring about new changes in society, and one of which is in the religious field. Thus, there will be an impact of field work study. As in the field work study held in Cawang ...Lama Village, students as the agents of change can make a real contribution to society through this program. Accordingly, this research aims to find out the impact of field work study on adolescents’ religious development in Cawang Lama Village. Religious development is supported by several factors, one of which is the field work study which has a very influential impact on society. The type of this research is field research with a qualitative descriptive approach. The object is Cawang Lama Village, and the subjects are adolescents. From this research, it is known that the field work study has a positive impact on adolescents’ religious development through the programs that have been implemented by students.
School-to-work transition is a challenging period for youth with learning difficulties (LD). Based on self-determination theory (SDT), we tested the role of autonomy support and motivation in ...predicting transition status and well-being among this population. This prospective study included 218 students with LD in their last year of a work-study program. They were surveyed at the end of the school year and 1 year later. Two structural equation models were tested: one with the transition status as the outcome and one with well-being. Analyses revealed that autonomy support from fathers was positively associated with autonomous motivation in both models, as was autonomy support from friends in the transition status model. Autonomous motivation positively predicted both outcomes, while controlled motivation negatively predicted them. In sum, the psychological resources proposed by SDT seem to matter for youth with LD, thereby providing support for the generalizability of SDT.
Does work-family conflict predict strain, does strain predict work-family conflict, or are they reciprocally related? To answer these questions, we used meta-analytic path analyses on 33 studies that ...had repeatedly measured work interference with family (WIF) or family interference with work (FIW) and strain. Additionally, this study sheds light on whether relationships between WIF/FIW and work-specific strain support the popular cross-domain perspective or the less popular matching perspective. Results showed reciprocal effects; that is, that WIF predicted strain (β = .08) and strain predicted WIF (β = .08). Similarly, FIW and strain were reciprocally related, such that FIW predicted strain (β = .03) and strain predicted FIW (β = .05). These findings held for both men and women and for different time lags between the 2 measurement waves. WIF had a stronger effect on work-specific strain than did FIW, supporting the matching hypothesis rather than the cross-domain perspective.
Many students work during college to offset rising costs, but significant time on the job affects postsecondary outcomes. Analyzing the High School Longitudinal Study (N = 4,418), this article ...estimates the effects of hours worked on grades, credits earned, persistence, stopping out (i.e., unenrolling for 5 months before reenrolling), and dropping out. The polynomial regression analysis shows that after adjusting for background characteristics, prior academic achievement, institution types, and family obligations, “traditional” undergraduate students begin seeing deleterious effects at 20 hours, which becomes even more severe for those working 28+ hours (and the worst for Pell Grant recipients working long hours). While some work was good for students, on average, financial and family circumstances help explain the curvilinear relationships.
Over the last four decades, occupational stress researchers have given considerable attention to the potential correlates and consequences of workload. In the current study, we use meta-analysis ...(overall k = 336) to quantitatively review the workload literature. In analyses of hypothesized correlates, we found that social support was negatively associated (ρ = −.20 for supervisor support; ρ = -.11 for co-worker support) and that trait negative affectivity (ρ = .22), role ambiguity (ρ = .28), role conflict (ρ = .44) and work-family conflict (ρ = .44 for work-to-family conflict; ρ = .20 for family-to-work conflict) were each positively associated with workload. Analyses examining hypothesized outcome variables suggest that workload is negatively associated with several indices of psychological and physical well-being (ρs were generally in the -.20s and -.30s), and affective organizational commitment (ρ = -.11), and is positively associated with turnover intention (ρ = .16) and absenteeism (ρ = .07).
The current study examined the applicability of Frone’s model of work–family relations to work–study relations. The contribution of internal and external antecedents to conflict and facilitation ...relations between work and study was tested. The model also includes the effects of these relations on academic and psychological health outcomes. The participants were 661 Israeli working students (M
age = 26.08, SD = 3.18). Structural equation modeling (SEM) analysis indicated an adequate index fit, suggesting that aspects of conflict and facilitation relations coexist when blending work and study. Number of working hours and financial support predicted conflict relations that, in turn, lowered grades, negatively affected further academic plans, and increased depression. Work salience, social, and academic support predicted facilitation relations, encouraged further academic study, and boosted grades. Results emphasize the advantage in examining conflict and facilitation relations simultaneously when investigating career development and psychological health of working students.
The purpose of this study is to make productivity better by means of 5S, work study, and Muda elimination in corrugated carton industry which was conducted from November 2018 to March 2019 from a ...case study of XYZ Co., Ltd. The data were collected from managers and supervisors and the problems were analyzed by brainstorming together with cause and effect diagram. Crucial problems of production occurred from human errors, i.e. production employees ignored to check the availability of machines before operating the machine, production employees neglected to prepare materials for next orders while machines operating, and warehouse employees randomly checked the humidity before the storage of corrugated sheet papers. Employees could be trained about production process, machine operation, quality inspection, and planning process. The production process could be changed from operating machine without checking machine availability and removing material remains in the machine to check availability and removing materials remains in the machine before operating new purchasing order. The output was then increased from 2,000 to 2,300 ton per month, accounting for 15.00 percent of improvement. The defect was reduced from 160 to 140 pieces per month, accounting for 12.50 percent of improvement. Regarding the storage process, it could be changed from random check of humidity to check of humidity every time. The messy in warehouse had caused mixing of wet or damp raw materials with good quality raw materials. Once it was improved by cleaning, classifying materials, products and areas with sign boards, the results showed that the materials and products were easier to find and product quality was increased. Company launches 5S policy and doing 5S activities continuously twice a month. The findings presented that the number of employees who neglected to comply with the organizational regulations was reduced from 6 to 2 persons, accounting for 66.67 percent of improvement.
Purpose
Drawing on conservation of resource theory, this study aims to examine the impact of work-study conflict (WSC) on workplace outcomes (job performance, job satisfaction, burnout and turnover ...intention). The study also investigated whether these relationships were contingent on the level of supervisor support at the workplace.
Design/methodology/approach
Survey data were collected in two-time lags from 752 studying professionals (non-traditional students) through a convenient sampling technique.
Findings
Results showed that WSC enhances burnout and turnover intention but has no significant direct relationship with job performance and job satisfaction. It was also found that the relationships between WSC and workplace outcomes, i.e. job performance, job satisfaction and burnout were conditional on the level of supervisor support.
Originality/value
The research contributes to WSC literature by being the first to empirically investigate the direct and interactive effects of WSC and supervisor support on important workplace outcomes of those adults who were primarily working and then decided to study further for career development rather than on full-time students.
The concept of working students meeting triple demands of their work, studies and private life has not been sufficiently described or empirically supported in the literature, although combining work ...and study is not only a necessity for many students, but a common phenomenon among them. As well, studies so far focused on the dyads of work-nonwork relationship, predominantly on the work-study conflict/balance and rarely on the study-life conflict/balance, while the triad of work-study-life balance (WSLB) is understudied. This study is the first one to empirically examine the WSLB concept, defined as a balance of conjoining three ‘categories of student commitment’ – their work obligations, demands of their studies and their private life, using a methodology grounded in the work-life balance (WLB) theory. We conducted a cross-sectional quantitative study on a sample of 235 students, focused on the most relevant dyads of the WSLB concept, socio-demographic predictors and emotional consequences of WSLB. Our five key findings are: (1) it is possible to balance work, studies and private life, (2) work-study balance (WSB) is critical for achieving WSLB, (3) all subgroups of students based on their socio-demographic characteristics are equally (un)successful in achieving balance between and among various life aspects, (4) WSLB is significantly participating in students’ emotional state in terms of their happiness, unhappiness and relaxation, and (5) the study-life balance (SLB) dyad is the most relevant dyad for the students’ emotional state.
PDF
