Abstract
Most multiple-role research has focused primarily on the interdependencies of the work and family domains, and has largely ignored the school domain. Yet, for a sizeable portion of employees, the impact of the school role may be substantial. In this study, we examine whether psychological involvement in graduate school increases school-work facilitation (SWF). Further, we suggest that employers and schools can provide social support resources that will strengthen the relationship between psychological involvement and SWF. Our results extend Job Demands-Resource (JD-R) theory and suggest that the interaction between challenge demands from the school domain and social support resources in the school and work domains produce stronger levels of SWF. Specifically, coworker support, classmate support, and supervisor support strengthened the relationship between psychological school involvement and SWF. Professor support did not moderate the relationship.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
