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Developing and Testing a Model of Dynamic Changes in Work-School Conflict and Workplace Deviance Over Time.

Yisheng Peng1, YoungAh Park2, Shiyang Su3

  • 1Department of Organizational Sciences and Communication, The George Washington University, Washington, DC 20052 USA.

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Rising work-school conflict increases negative emotions and workplace deviance in college students. Time management and financial well-being can mitigate these negative effects.

Keywords:
Core self-evaluationNegative emotionsTime managementWorkplace devianceWork–school conflict

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Area of Science:

  • Psychology
  • Organizational Behavior
  • Higher Education Studies

Background:

  • Work-school conflict is a significant stressor for college students balancing employment and academics.
  • Existing research often overlooks the dynamic, intra-individual nature of work-school conflict, focusing instead on static, between-person effects.
  • Understanding temporal changes in work-school conflict is crucial for addressing its consequences.

Purpose of the Study:

  • To investigate the intra-individual, change-to-change effects of work-school conflict on negative emotions and workplace deviance.
  • To examine the moderating roles of core self-evaluation, time management skills, and financial well-being on the relationship between work-school conflict, emotions, and deviance.

Main Methods:

  • A longitudinal weekly diary study was conducted with college students.
  • Latent change score modeling was employed to analyze intra-individual changes over time.
  • The study examined the mediating role of negative emotions and moderating effects of individual difference variables.

Main Results:

  • Increases in work-school conflict significantly predicted increases in negative emotions, which in turn predicted increases in workplace deviance.
  • Time management skills and financial well-being were found to weaken the indirect effect of work-school conflict on workplace deviance.
  • Core self-evaluation did not moderate the indirect relationship as hypothesized.

Conclusions:

  • Work-school conflict dynamically influences students' emotional states and workplace behavior.
  • Interventions aimed at improving time management and financial well-being may help college students cope with work-school conflict.
  • Further research is needed to explore the complex interplay of individual differences and dynamic stressors in academic and work settings.