Working while studying at university: The relationship between work benefits and demands and engagement and well-being

We tested a role-conflict, depletion, and enrichment model, in which work-based benefits (enabling resources, psychological rewards, and psychological involvement) and work-based demands (time-, strain-, and behaviour-based demands, and hours worked) were antecedents to work–university conflict and...

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Bibliographic Details
Published inJournal of vocational behavior Vol. 86; pp. 48 - 57
Main Authors Creed, Peter A., French, Jessica, Hood, Michelle
Format Journal Article
LanguageEnglish
Published Philadelphia Elsevier Inc 01.02.2015
Elsevier Limited
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Summary:We tested a role-conflict, depletion, and enrichment model, in which work-based benefits (enabling resources, psychological rewards, and psychological involvement) and work-based demands (time-, strain-, and behaviour-based demands, and hours worked) were antecedents to work–university conflict and work–university facilitation, which, in turn, were antecedent to students' academic engagement (dedication and vigour) and well-being (general and context-specific feelings about university). We also tested whether conflict and facilitation acted as mediators in the relationships between benefits and demands and the outcomes of engagement and well-being. The hypotheses were tested using 185 university students (77% female; mean age=22.7years) who were working while studying. Work-based benefits (enabling resources, rewards, and involvement) were associated with higher work–university facilitation; more time demands and fewer psychological rewards were associated with more work–university conflict; facilitation was associated with more engagement (dedication) and general well-being; and conflict was associated with more negative feelings towards the university. There were no mediation effects. Working while studying is related to students' engagement and well-being, although modest effects were explained by role-conflict theory. •The number of university students who work while studying continues to rise.•We test how work demands and resources are related to engagement and well-being.•Demands and resources relate strongly to work–university facilitation and conflict.•Facilitation and conflict are related modestly to engagement and well-being.•Both work-based resources and demands are important to students who work.
ISSN:0001-8791
1095-9084
DOI:10.1016/j.jvb.2014.11.002