Rebecca Wyland, Scott W. Lester, Kyle Ehrhardt and Rhetta Standifer
Journal of Business and Psychology, Volume 31, Issue 2, pp 187–203
Purpose: This study provides a comprehensive examination of how the work–school interface relates to work outcomes such as task performance and job satisfaction. Additionally, this study builds upon past research by examining a range of work- and school-related resources and demands that collectively influence the work–school interface.
Design/Methodology/Approach: Data were obtained from 170 working undergraduate students at multiple time points over the course of a semester, as well as from participants’ supervisors at the organizations in which the students work.
Findings: The strongest antecedent of job satisfaction, interpersonal facilitation, and job performance was work–school facilitation. Demands in one role create pressures in the other. Contrary to expectations, job demands positively related to work–school facilitation, while school demands positively related to school–work facilitation.
Implications: For practitioners, this study highlights the need to better understand the interplay between school and work roles for employees at a time when continuing education is emphasized. Employers benefit from the performance gains and positive attitudinal shifts that stem from experiences of facilitation between roles. From a theoretical perspective, this study reveals a unique pattern of results that adds to our understanding of the dynamics involved in the integrated work–school routines of working students.
Originality/Value: This is one of the first studies to investigate the relationships between four bi-directional forms of the work–school interface and subsequent multi-source assessments of organizational outcomes. As such, it offers an examination of how conflict and facilitation from both the work and school domains relate to work outcomes.