Job characteristics, work-school conflict, and school outcomes among adolescents: testing a structural model.
Job characteristics, work-school conflict, and school outcomes among adolescents: testing a structural model.
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青少年的工作特征、工作与学校冲突和学校成绩：测试结构模型。
DOI：
10.1037/0021-9010.83.2.277
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发表时间：
1998
期刊：
影响因子：
--
通讯作者：
Frone,MR
中科院分区：
文献类型：
--
作者：
Markel,KS;Frone,MR
一个工作-学校冲突的概念模型被开发和测试。本研究通过调查工作特征与学业成绩相关的过程，扩展了先前的青少年就业研究。数据来自319名青少年（16至19岁）的样本，他们是全日制学生和兼职工人。利用结构方程建模技术对模型进行了验证。结果支持假设路径模型。工作特征（工作量、工作时数和工作不满）与工作-学校冲突呈正相关。工作-学校冲突与入学准备负相关。入学准备与学校表现正相关，学校表现与学校不满负相关。此外，结果支持一种反馈关系，即学校不满与入学准备负相关。（PsycINFO数据库记录(c) 2016 APA，版权所有）
A conceptual model of work–school conflict was developed and tested. This study extends prior adolescent employment research by investigating the process by which job characteristics are associated with school outcomes. Data were obtained from a sample of 319 adolescents (16 to 19 years old) who were full-time students and part-time workers. The model was tested using structural equation modeling techniques. Results supported the hypothesized path model. Job characteristics (workload, number of work hours, and job dissatisfaction) were positively related to work–school conflict. Work–school conflict was negatively related to school readiness. School readiness was positively related to school performance, which was negatively associated with school dissatisfaction. In addition, results support a feedback relation, such that school dissatisfaction is negatively related to school readiness.(PsycINFO Database Record (c) 2016 APA, all rights reserved)