An Examination of the Relationship Between the Work–School Interface, Job Satisfaction, and Job Performance

Wyland, Rebecca; Lester, Scott W.; Ehrhardt, Kyle; Standifer, Rhetta

doi:10.1007/s10869-015-9415-8

Cited by 22 publications

(43 citation statements)

References 57 publications

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“…Several job and person characteristics have been tested as antecedents to work-study conflict. Job characteristics include hours worked (Creed et al, 2015), job demands (Butler et al, 2010), job control (Wyland, Lester, Ehrhardt, & Standifer, 2016), work-place support (Adebayo, 2006;Park & Sprung, 2013), and role overload (Singla, 2013). Person characteristics tested include job dissatisfaction (Taylor, Lekes, Gagnon, Kwan, & Koestner, 2012), negative affect (Giancola et al, 2009), core self-evaluations (McNall & Michel, 2011), proactivity (Adebayo, Sunmola, & Udegbe, 2008), self-efficacy (Lingard, 2007), and job motivation (Derous & Ryan, 2008).…”

Section: Work-to-study Conflict and Facilitationmentioning

confidence: 99%

“…Person characteristics tested include job dissatisfaction (Taylor, Lekes, Gagnon, Kwan, & Koestner, 2012), negative affect (Giancola et al, 2009), core self-evaluations (McNall & Michel, 2011), proactivity (Adebayo, Sunmola, & Udegbe, 2008), self-efficacy (Lingard, 2007), and job motivation (Derous & Ryan, 2008). Additionally, some study-related variables have also been shown to influence work-study conflict, such as satisfaction with university life (Creed et al, 2015) and study demands (Wyland et al, 2016).…”

Section: Work-to-study Conflict and Facilitationmentioning

confidence: 99%

“…Job characteristics related to work-study facilitation include job-related demands, control (Wyland et al, 2016), performance (McNall & Michel, 2011), resources (Creed et al, 2015), involvement (Singla, 2013), and supervisor support (Wyland et al, 2016). Person resources include job satisfaction (Park & Sprung, 2013), core self-evaluations, and proactivity (McNall & Michel, 2011).…”

Section: Work-to-study Conflict and Facilitationmentioning

confidence: 99%

“…Person resources include job satisfaction (Park & Sprung, 2013), core self-evaluations, and proactivity (McNall & Michel, 2011). Study-related variables are college engagement (Wyland et al, 2016) and adjustment (Singla, 2013). The converging evidence is that higher job and study demands, fewer job and study resources, and poorer personal resources are related to more study disruption from the competing work role (i.e., work-study conflict); and, conversely, more manageable demands, better resources, and stronger personal assets are related to less work-study disruption (i.e., work-study facilitation).…”

Section: Work-to-study Conflict and Facilitationmentioning

confidence: 99%

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Job crafting by students who work and study

Creed

Hood

2019

Int J Educ Vocat Guidance

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Informed by a self-regulatory perspective, we tested a model (N=233) in which job (e.g., autonomy), person (e.g., motivation), and study characteristics (e.g., engagement) predicted student job crafting, which, in turn, predicted work-study conflict and facilitation. Job, person, and study characteristics predicted task (46% of variance), cognitive (56%), and relational crafting (25%), and cognitive and relational crafting predicted greater work-study facilitation (53%). When students proactively modify their work environment, this is likely to assist them at work as well as facilitate their study life. Developing job crafting skills in students should improve both work and study functioning.

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Section: Work-to-study Conflict and Facilitationmentioning

confidence: 99%

Section: Work-to-study Conflict and Facilitationmentioning

confidence: 99%

Section: Work-to-study Conflict and Facilitationmentioning

confidence: 99%

Section: Work-to-study Conflict and Facilitationmentioning

confidence: 99%

See 2 more Smart Citations

Job crafting by students who work and study

Creed

Hood

2019

Int J Educ Vocat Guidance

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“…Bowling et al identified situational strength as a moderator of the relationship between job satisfaction and performance [35]. Wyland et al indicated that employers benefit from performance gains and positive attitudinal shifts that stem from facilitation experiences between roles [36].…”

Section: Employee Satisfaction Factors and Commitment To Organizationmentioning

confidence: 99%

Multilevel Analysis of Employee Satisfaction on Commitment to Organizational Culture: Case Study of Chinese State-Owned Enterprises

Liu

Tso

Yang

et al. 2017

MCA

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This study analyzes the effects of employee satisfaction and demographic indicators on employee commitment to organizational culture at the enterprise level. With data from a survey of 3029 employees from 27 state-owned enterprises (SOEs), a hierarchical linear model (HLM) is used to identify the influencing factors of employee commitment to organizational culture at the enterprise level. An empirical study indicates that apart from the factors of employee satisfaction and demographic background, four contextual variables of enterprises, namely, comprehensive management, energy intensity, cost-income ratio, and capacity-load ratio, also influence commitment to organizational culture levels. Results show that applying HLM can substantially improve the explanatory power of employee satisfaction factors on commitment to organizational culture using nested enterprise contextual variables. Although measurement scales and satisfaction models have been proposed over the years, only a few studies have addressed the particular nature inherent in Chinese SOEs. HLM, which accounts for the nested data structure and determines the effects of employee satisfaction factors on commitment to organizational culture without bias, is developed in this study. Through an insider view based on empirical work, this research can improve the ability of senior managers to understand the culture and dynamics of organizations, to deliver strong leadership, and to enhance corporate internal management.

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