McCoy College of Business, 7174Texas State University, San Marcos, TX, USA.
Psychol Rep. 2022 Dec;125(6):3100-3125. doi: 10.1177/00332941211029621. Epub 2021 Jul 5.
Although working college students are experiencing increasing demands on their time, the influence of time pressure on students' work-school experience has been under-studied in the extant career development literature. Drawing on boundary theory and conservation of resources theory, the present research investigates the degree to which work or school time pressure is associated with working college students' work-school conflict through work-school boundary permeability. Moreover, this study considers dispositional mindfulness as an individual resource that buffers the relationships above. Using a sample of 222 working college students in a large and diverse public university in the United States, we find support that work and school time pressures predict higher work-school conflict through work-school boundary permeability. Results also suggest that dispositional mindfulness moderates the indirect relationship among school time pressure, school-to-work boundary permeability, and school-to-work conflict. We discuss the theoretical and practical implications of our findings.
尽管兼职大学生的时间需求不断增加，但时间压力对学生工作-学习体验的影响在现有职业发展文献中研究较少。本研究借鉴边界理论和资源保存理论，通过工作-学习边界渗透性，调查工作或学习时间压力与兼职大学生工作-学习冲突的关联程度。此外，本研究还将特质正念视为缓冲上述关系的个体资源。本研究使用美国一所大型多样化公立大学的 222 名兼职大学生样本，发现工作和学习时间压力通过工作-学习边界渗透性预测更高的工作-学习冲突。研究结果还表明，特质正念调节了学业时间压力、学业-工作边界渗透性和学业-工作冲突之间的间接关系。我们讨论了研究结果的理论和实践意义。
