The indirect effect of parents’ work-family conflict on students’ psychosocial well-being

Abstract

ABSTRACT This study aims to investigate the cascading impact of parents’ work-family conflict (WFC) on students’ psychosocial well-being. This study examines the sequential mediation effect of parents’ well-being and positive discipline using the conservation of resources (COR) theory and emotional contagion theory. Data were collected using an online survey platform where every participant received a concern form and unique code. The analysis used data from 351 parent–child dyads after removing 76 participants who failed the attention check items or did not complete the three phases of data collection. Data were analysed using a sequential mediation regression model six proposed by Hayes. The results confirmed a sequential mediation model where the parent's WFC indirectly impacted the student's psychosocial well-being through the mediating role of the parent's well-being and positive discipline. This study also discovered that WFC directly impacted parents’ well-being, positive discipline, and students’ psychosocial well-being. Organisations must provide parents with psychological services to reduce WFC and maintain their well-being. On the other hand, schools should communicate with parents and encourage positive discipline for students. This current study has advanced the literature by examining the link between parents’ WFC and students’ psychosocial well-being.