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First published online August 18, 2015

Integrating Work and Study Among Young Adults: Testing an Empirical Model

Rachel Gali Cinamon [email protected]View all authors and affiliations

Volume 24, Issue 3

https://doi.org/10.1177/1069072715599404

Abstract

The current study examined the applicability of Frone’s model of work–family relations to work–study relations. The contribution of internal and external antecedents to conflict and facilitation relations between work and study was tested. The model also includes the effects of these relations on academic and psychological health outcomes. The participants were 661 Israeli working students (M_age = 26.08, SD = 3.18). Structural equation modeling (SEM) analysis indicated an adequate index fit, suggesting that aspects of conflict and facilitation relations coexist when blending work and study. Number of working hours and financial support predicted conflict relations that, in turn, lowered grades, negatively affected further academic plans, and increased depression. Work salience, social, and academic support predicted facilitation relations, encouraged further academic study, and boosted grades. Results emphasize the advantage in examining conflict and facilitation relations simultaneously when investigating career development and psychological health of working students.

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Journal of Career Assessment

Volume 24, Issue 3

Pages: 527 - 542

Article first published online: August 18, 2015

Issue published: August 2016

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Rachel Gali Cinamon

School of Education, Tel Aviv University, Ramat Aviv, Tel Aviv, Israel

[email protected]

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Notes

Rachel Gali Cinamon, School of Education, Tel Aviv University, Ramat Aviv, Tel Aviv, 69978, Israel. Email: [email protected]

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