Abstract
The purpose of this study was to investigate a dispositional model of the work–school interface. In particular, we examined the relationship between core self-evaluations (CSEs) and proactive personality with both work–school conflict (WSC) and work–school enrichment (WSE) as well as a variety of work and school outcomes. 314 employed college students were surveyed about their experiences managing work and school roles. Structural equation modeling showed that CSEs were related to both WSC and WSE as well as school outcomes, whereas proactive personality was related to WSE and job and school outcomes but not WSC. WSC was negatively related to school performance, whereas WSE was positively related to school and job satisfaction as well as school performance. Organizations, universities, and researchers should be aware that dispositional variables influence perceptions of work and school roles as well as important outcome variables, and that further intervention efforts may be needed to help students manage work and school roles. Past studies have demonstrated that job characteristics influence the work–school interface, but this study is among the first to demonstrate that dispositional factors also relate to WSC and WSE.
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