- 期刊
重返校園好累？探討職學衝突對在職進修者之影響
Is It Tough to Go Back to School? Exploring the Effects of Work-To-School Conflict on Working Students
摘要
本研究整合資源保存理論與外溢理論，探討在職進修者所經驗的職學衝突是否透過學習倦怠、工作倦怠的中介機制，間接影響工作滿意。針對就讀碩士在職學位的全職工作者，採用自陳式問卷調查，於碩士課程第二學年間的兩個時間點，獲得264位在職進修者的職學衝突、學習倦怠以及工作倦怠、工作滿意等資料，利用結構方程模式進行分析。研究結果發現職學衝突與其學習倦怠之間，具有正向關聯；學習倦怠亦透過工作倦怠，間接負向影響工作滿意；藉由學習倦怠對工作倦怠的外溢效果為中介機制，職學衝突對工作滿意間接產生負向影響。此外，本研究結果亦發現職學衝突與工作倦怠間有顯著正向關聯，知覺主管支持於職學衝突與工作倦怠間有調節效果，能緩解職學衝突所導致的負面結果。針對研究結果，本研究提出理論意涵與後續研究建議。
並列摘要
Integrating conversation of resource theory with spillover theory, this current research explores whether work-to-school conflict indirectly decreases job satisfaction via the mediation of school burnout and job burnout. Data were obtained from 264 working graduate students at multiple time points over the second academic year. Then, we analyzed the gathered data by utilizing structural equation modeling. Results showed that work-to-school conflict was found positively associated with school burnout. School burnout had indirect effect on job satisfaction via the mediating effect of job burnout. Furthermore, on the basis of spillover effect, school burnout and job burnout mediated the negative relationship between work-to-school conflict and job satisfaction. In addition, work-to-school conflict was found to be positively associated with job burnout, and perceived supervisor support moderated the relationship between work-to-school conflict and job burnout; that is, perceived supervisor support buffered the negative indirect effects resulting from work-to-school conflict. Based on the findings, theoretical implications and suggestions for further research were proposed.