Date of Graduation

Fall 2010

Degree

Master of Science in Psychology

Department

Psychology

Committee Chair

Chantal Levesque

Keywords

college student-employment, work-school conflict, work-school facilitation, self-determination, job characteristics, college performance, job satisfaction

Subject Categories

Psychology

Abstract

The present study shows that employed students high in self-determination experience more positive work and school outcomes than those with lower levels of self-determination. Students with higher levels of self-determination reported significantly higher levels of job-school congruence, school effort, school attendance, and job satisfaction, and significantly less work-school conflict than students with lower levels of self-determination. Using "self-determination index” scores, participants were divided into "high” (N = 195) and "low” (N = 190) self-determined groups. Work characteristics analysis revealed no significant differences between the groups, indicating that although participants experienced similar work conditions, they experienced significantly different outcomes. Self-Determination appears to moderate the relationship between job characteristics and the work-school relationship. These results could be useful for employers and educators. By fostering higher levels of self-determination, schools and organizations can bolster effort and satisfaction, and possibly thereby organizational commitment and other important organizational and educational outcomes. These findings may be especially helpful given the current economic downfall, rising costs of higher education, and the growing number of employed students.

Copyright

© Melissa D. Berry

Campus Only

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