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Between Class and Career: Applying the Job Demands-Resources Model to Working College Students.
Kristen M Tooley1, Stephanie L Dailey2, Evan Schmiedehaus3
1Department of Psychology, Texas State University, San Marcos, TX 78666, USA.
Behavioral Sciences (Basel, Switzerland)
|January 28, 2026
Summary
Working college students
Area of Science:
- Organizational Psychology
- Higher Education Studies
- Workforce Development
Background:
- Working college undergraduates face unique challenges balancing academic and employment demands.
- Understanding factors influencing their intention to quit is crucial for retention.
Purpose of the Study:
- To identify organizational and psychosocial predictors of intent to quit among working college students.
- To examine the applicability of the Job Demands-Resources model in this population.
Main Methods:
- Surveyed 382 working college undergraduates on organizational and psychosocial factors.
- Employed exploratory multiple regression and path analysis using the Job Demands-Resources model.
Main Results:
- Burnout, engagement, organizational identification, perceived social support, and work-life conflict significantly predicted intent to quit.
- The Job Demands-Resources model effectively explained the relationships between demands, resources, burnout, engagement, and intent to quit.
Conclusions:
- Organizations should foster organizational identification and perceived support to improve retention.
- Initiatives to mitigate stress and burnout are essential for supporting working college students.
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