Access Type

Open Access Thesis

Date of Award

January 2014

Degree Type


Degree Name




First Advisor

Alyssa K. McGonagle


Work-School Conflict (WSC) is defined as the extent to which work interferes with the ability to meet school demands (Markel & Frone, 1998). The aim of the present study was to examine perceptions of WSC among employed college students, as well as a positive antecedent, Selective Optimization with Compensation (SOC; Baltes & Baltes, 1990), a group of behavior-based coping strategies. WSC was predicted to be a partial mediator between context-specific SOC strategies and the four outcomes: intent to persist with college, GPA, as well as two components of burnout, disengagement and exhaustion (Demerouti & Bakker, 2008). Structural equation modeling was used, and significant paths were found between WSC and the two components of burnout, disengagement and exhaustion. Implications of these novel findings and discussion of non-significant paths are presented.

Included in

Psychology Commons