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A Dispositional Approach to Work–School Conflict and Enrichment

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Abstract

Purpose

The purpose of this study was to investigate a dispositional model of the work–school interface. In particular, we examined the relationship between core self-evaluations (CSEs) and proactive personality with both work–school conflict (WSC) and work–school enrichment (WSE) as well as a variety of work and school outcomes.

Design/methodology/approach

314 employed college students were surveyed about their experiences managing work and school roles.

Findings

Structural equation modeling showed that CSEs were related to both WSC and WSE as well as school outcomes, whereas proactive personality was related to WSE and job and school outcomes but not WSC. WSC was negatively related to school performance, whereas WSE was positively related to school and job satisfaction as well as school performance.

Implications

Organizations, universities, and researchers should be aware that dispositional variables influence perceptions of work and school roles as well as important outcome variables, and that further intervention efforts may be needed to help students manage work and school roles.

Originality/Value

Past studies have demonstrated that job characteristics influence the work–school interface, but this study is among the first to demonstrate that dispositional factors also relate to WSC and WSE.

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Acknowledgment

We thank Olajiwon McCadney and Bradie Morgott for their assistance with data collection.

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Authors and Affiliations

  1. Department of Psychology, The College at Brockport, State University of New York, 350 New Campus Dr, Brockport, NY, 14420, USA

    Laurel A. McNall

  2. Department of Psychology, Florida International University, Miami, FL, USA

    Jesse S. Michel

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  1. Laurel A. McNall
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  2. Jesse S. Michel
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Correspondence to Laurel A. McNall.

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McNall, L.A., Michel, J.S. A Dispositional Approach to Work–School Conflict and Enrichment. J Bus Psychol 26, 397–411 (2011). https://doi.org/10.1007/s10869-010-9187-0

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