Development and initial validation of a measure of work, family, and school conflict.

Abstract

This study reports the development and initial validation of a theoretically based measure of conflict between work, family, and college student roles. The measure was developed through the assessment of construct definitions and an assessment of measurement items by subject matter experts. Then, the measurement items were assessed with data from 500 college students who were engaged in work and family responsibilities. The results indicate that conflict between work, family, and school are effectively measured by 12 factors assessing the direction of conflict (e.g., work-to-school conflict, and school-to-work conflict) as well as the form of conflict (i.e., time, strain, and behavior based conflict). Sets of exploratory and confirmatory factor analyses demonstrated that the 12 factors of the new measure are distinct from the 6 factors of the Carlson, Kacmar, and Williams (2000) work-family conflict measure. Criterion validity of the measure was established through a series of regression analyses testing hypothesized relationships between antecedent and outcome variables with role conflict. Results indicate that role demand was a robust predictor of role conflict. To extend the literature, core self-evaluations and emotional stability were established as predictors of role conflict. Further, work, family, and school role satisfaction were significantly impacted with the presence of role conflict between work, family, and school.