Developing and Testing a Model of Dynamic Changes in Work-School Conflict and Workplace Deviance Over Time.

Work-school conflict is a major stressor for many college students who have paid jobs while in college. Although work-school conflict experience is dynamic, the extant research has predominantly cast it and its consequences as between-person phenomena from a static perspective, ignoring its inherent temporal nature. As a result, little is known about the intra-individual changes in work-school conflict and their associated consequences as implied by the related theory. Drawing on the stressor-emotion model of counterproductive work behavior, we conducted a longitudinal weekly diary study to examine how work-school conflict change can predict changes in negative emotions and workplace deviance (i.e., the change-to-change effects). We also tested core self-evaluation, time management skill, and financial well-being as moderators of the proposed mediated relationship. Results from latent change score modeling showed that upward work-school conflict change had a positive relationship with upward workplace deviance change via upward changes in negative emotions. Further, time management skill and financial well-being weakened the indirect relationships between upward work-school conflict change and upward workplace deviance change. However, the moderating nature of core self-evaluation on the indirect relationship contrasted with our hypothesis. Implications for theory and future research are discussed along with implications for organizations and college institutions.

Profiles of mindfulness and difficulties in emotion regulation and links to work-family-school conflict.

Objective We explored latent profiles based on mindfulness and difficulties in emotion regulation scores, and investigated each profiles' relations to work-family-school conflict (WFSC). Participants: A total of 194 first year college students (64.4% women) participated in this study. Methods: Latent profile analysis was utilized. Results: Three profiles emerged, characterized as the "healthy" profile (57.5%), the "observant yet judgmental" profile (33.3%) and the "unhealthy without strategies" profile (9.2%). The "healthy" profile showed (a) significantly lower scores on all conflict domains compared to the "observant yet judgmental" profile, and (b) significantly lower scores on all behavior-based conflicts regardless of the domains, compared to the "unhealthy without strategies" profile. The difference between the "observant yet judgmental" profile and "unhealthy without strategies" profile appeared in family-school time. Results indicate that mindfulness and healthy emotion regulation capacity function as protective factors to WFSC. Conclusions: Our findings hold strength in explicating profiles that would otherwise have not been detected when exploring mindfulness and difficulties in emotion regulation independently.

Working College Students' Time Pressure and Work-School Conflict: Do Boundary Permeability and Dispositional Mindfulness Matter?

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.

Within-Person variations in mindfulness mediate effects of daily stressors on psychological distress in adolescence.

OBJECTIVE: We tested two competing models linking daily stress, mindfulness, and psychological distress in adolescence: 1) whether daily mindfulness moderates the impact of daily stressors on psychological distress or 2) whether mindfulness mediates the relationship between greater daily stressors and psychological distress. METHODS: Every evening for a week, 138 adolescents completed ecological momentary assessments (EMAs). Daily diaries assessed negative events, work-school conflict, mindfulness, and perceived stress. Multilevel mediation and moderation were tested. RESULTS: Results indicated that there were meaningful variations in adolescent mindfulness from day-to-day, and supported mediation rather than moderation; the within-person association between stressors and psychological distress was mediated by mindfulness at the daily level. CONCLUSION: It may be too challenging for adolescents to remain in a mindful state during stress to effectively use mindfulness as a buffer. Instead, daily stressors may indirectly impact psychological distress through decreasing mindfulness.

Undesirable Effects of Working While in College: Work-School Conflict, Substance Use, and Health.

Inter-role conflict occurs when the demands of one area of an individual's life interfere with the responsibilities of another area. Although a large body of research exists on the health effects of the inter-role conflict between work and family (work-family conflict or WFC), far less exists on the inter-role conflict between work and school (work-school conflict or WSC). Given that over two-thirds of college students have outside employment while enrolled in classes, and the potentially negative effects of WSC, a further understanding of WSC is an important part of supporting student health and well-being as well as the health and well-being of the workforce. This study analyzed data from 2,055 participants drawn from a Web-based survey of four geographically and ethnically diverse educational institutions across the United States. Participants reported their current employment characteristics as well as their alcohol, marijuana, and cigarette use, depressive symptomatology, and physical health. Participants with higher WSC reported higher levels of substance use and depressive symptomatology and worse physical health. Further analyses revealed the pattern of results to be consistent with the notion that the subjective experience of conflict between work and school created an aversive psychological state, and that state impacted substance use and health.

Hacia una construcción del concepto violencias escolares / Towards a concept construction of school violence

El presente artículo surge de la revisión documental del concepto violencias escolares en bases de datos, artículos de revista, bibliotecas y demás medios de información, dentro de la investigación: "Violencias escolares presentes en las ins tituciones educativas católicas. Una aproximación a los discursos y prácticas en el Colegio Parroquial Emaús de la ciudad de Medellín", de la Maestría en Intervenciones Psicosociales de la Fundación Universitaria Luis Amigó. La búsqueda documental arrojó tres categorías: Bullying, violencias de los escolares y conflicto escolar, que alimentaron la construcción en torno a la violencia escolar, evidenciando la necesidad de pluralizar el concepto, más allá de tipificarlo en el bullying, para abarcar sus diversas manifestaciones.

This article comes from the review of documents in databases, journal articles, libraries and other ways, in research "School Violence present in Catholic educational institutions. An approach to the discourses and practices in Emaús Parish School of Medellin", within the Maestría en Intervenciones Psicosociales de la Fundación Universitaria Luis Amigó. During the search we found three theoretical framework: Bullying, School Violence, and Conflict School, which fueled construction around school violence evidencing the need to pluralize the concept beyond typify in Bullying, to cover its various manifestations.