Markel K S, Frone M R
Research Institute on Addictions, Buffalo, NY 14203, USA.
J Appl Psychol. 1998 Apr;83(2):277-87. doi: 10.1037/0021-9010.83.2.277.
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.
构建并检验了一个工作-学校冲突的概念模型。本研究通过调查工作特征与学业成果相关联的过程，扩展了先前关于青少年就业的研究。数据取自319名青少年（16至19岁）的样本，他们既是全日制学生又是兼职工作者。使用结构方程建模技术对该模型进行了检验。结果支持了假设的路径模型。工作特征（工作量、工作时长和工作不满）与工作-学校冲突呈正相关。工作-学校冲突与入学准备呈负相关。入学准备与学业成绩呈正相关，而学业成绩与学校不满呈负相关。此外，结果支持一种反馈关系，即学校不满与入学准备呈负相关。
