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IMPACT OF WORK-STUDY CONFLICT ON JOB
SATISFACTION, PRESENTEEISM, BURNOUT AND
TURNOVER INTENTIONS WITH MODERATING ROLE OF
SUPERVISOR SUPPORT
By
Salman Ahm! Khan
"CMS# $$%&'
A research thesis submitted to the Faculty of Management Sciences,
Riphah International University, Islamabadin partial fulfillment of the requirements for the degree of
MASTER OF SCIENCE IN MANAGEMENT SCIENCES
"HRM(
RIPHAH SCHOOL OF LEADERSHIPFACULTY OF MANAGEMENT SCIENCES
RIPHAH INTERNATIONAL UNIVERSITY
ISLAMABADJANUARY &)$*
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IMPACT OF WORK-STUDY CONFLICT ON JOB
SATISFACTION, PRESENTEEISM, BURNOUT AND
TURNOVER INTENTIONS WITH MODERATING ROLE OF
SUPERVISOR SUPPORT
By
Salman Ahm! Khan
"CMS# $$%&'(
++++++++++++++++++++++++++
D Kh.am Shah/a!
!hesis Supervisor"
++++++++++++++++++++++++++
D Kaman A/am
Internal #$aminer"
++++++++++++++++++++++++++
D Sa01! Ba2h1
#$ternal #$aminer"
++++++++++++++++++++++++++
D Kh.am Shah/a!
%ead of &epartment 'raduate (rograms, Management Sciences"
++++++++++++++++++++++++++
P34223 M.hamma! Aman.llah Khan
&ean, Management Sciences"
RIPHAH SCHOOL OF LEADERSHIP
FACULTY OF MANAGEMENT SCIENCES
RIPHAH INTERNATIONAL UNIVERSITY
ISLAMABADJan.a5 &)$*
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C36517h89 &)$$ :5 M Salman Ahm! Khan
All rights are reserved) *o part of the material protected by this copy right notice may be
reproduced or utili+ed in any form or any means, electronic or mechanical, including
photocopying, recording or by any information storage and retrieval system, ithout the
permission from the author)
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CERTIFICATE
!his is to certify that Mr) -hurram Shah+ad has incorporated all observations, suggestions
and comments made by the e$ternal e$aminer as ell as internal e$aminer and thesis
supervisor) !he title of his thesis is. Im6a;8 34 W318h M3!a81n7 R3l 34 S.6=123
S.6638
Forarded for necessary action)
&r) -hurram Shah+ad
!hesis Supervisor"
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DEDICATION
?@I !!1;a8 8h12 8h212 83 =53n >h3 2.6638! m :5 an5 man an!
28a5! 8h >hn= I n!!@@
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ACKNOWLEDGEMENTS
It/s the grace of A0MI'%!1 A00A%, the 'racious and the most 2ompassionate that has led
this or3 to its completion) I can never dare to deny of %IS gifts that %# has granted me, best
of hich is that %# has provided me ith the torch of eternal guidance in the form of %IS
%oly (rophet (BU%", ho is the 3noledge for humanity as a hole)
I sincerely and honestly than3 my supervisor &r) -hurram Shah+ad, for his unmatchable and
dedicated supervision for the completion of this study) %e has really been e$tremely patient,
helpful and cooperative)
I also greatly than3 &ean4%5& and faculty members of Faculty of Management Sciences of
Riphah International University, for their cooperation and support)
I ould love to e$press my sincere than3s to my colleagues and friends ho have alays
been a real source of motivation for me)
I am very than3ful to my family) !he prayers and support of my family has helped me
throughout my or3)
Salman Ahm! Khan
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C3n8n82
2%A(!#R 6..............................................................................................................1
6) I*!R5&U2!I5*................................................................................................... 1
6)6 Bac3ground.......................................................................................................1
6)7 (roblem Statement4Research 'ap............................................................................3
6)8 Research 9uestions..............................................................................................4
6): Significance of the study....................................................................................... 5
6); Research 5b !heories Supporting Research Study........................................................................8
2%A(!#R 7............................................................................................................11
7) 0I!RA!UR# R#?I#@...........................................................................................117)6 !he *ature of Role 2onflict.................................................................................11
7)7 @or3 Study 2onflict and its Impact.......................................................................12
7)8 !he moderating role of Supervisor Support..............................................................21
7): Research model................................................................................................ 31
2%A(!#R 8............................................................................................................32
8) R#S#AR2% M#!%5&505'1................................................................................32
8)6 Research &esign............................................................................................... 32
8)8 Scales and Measures.......................................................................................... 34
8): 2ontrol ?ariables.............................................................................................. 36
2%A(!#R :............................................................................................................37
:) R#SU0!S............................................................................................................ 37
:)6 &escriptive Statistics and 2orrelation Analysis..........................................................37
:)7 Regression Analysis...........................................................................................39
:)8Assessing the Form of Interaction...........................................................................40
:): Summary of Results...........................................................................................452%A(!#R ;............................................................................................................47
;) &iscussion, Implications, 0imitations and &irections for Future Research.............................47
;)6) &iscussion......................................................................................................47
;)7) Implications....................................................................................................50
;)8) 0imitations..................................................................................................... 52
;):) &irection for Future Research..............................................................................52
;);) 2onclusion..................................................................................................... 52
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R4n;
A66n!1
9uestionnaire"
L128 34 Ta:l2
Ta:l $#Frequency &istribution 88
Ta:l Reliability of Scales) 8;
Ta:l #Results from 5neay A*5?A)8=
Ta:l %$#&escriptive Analysis 8>
Ta:l %orrelation Analysis 8C
Ta:l %#%ierarchical Regression Analysis 8D
Ta:l %%#Moderated Regression Analysis)) :E
Ta:l %'#Summary of %ypothesis)):;
L128 34 F17.2
F17. $#Moderation 'raph) :6
F17. Moderation 'raph :6
F17. #Moderation 'raph :7
F17. %#Moderation 'raph :7
ABSTRACT
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In order to meet the overpoering
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CHAPTER $
$ INTRODUCTION
1.1 Background
Recent generations have seen a lot of changes in social spectrum and they are ta3ing up
multiple roles ith different perceptions and goals) !he rising cost of education, future
unpredictability and
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educational e$penses have risen so high that it became unavoidable for a student to combine
or3 and study at the same time 0ip3e, 7EEE 2urtis H 0ucas, 7EE6 2urtis H @illiams,
7EE7") Both or3 and study have their on demands hich are e$pected to be fulfilled in a
dedicated manner) %ence, a or3ing student has to fulfill the demands of both roles for
performing ell at or3place as ell as at university) @hile performing these to roles and
fulfilling their demands at the same time, a or3ing student encounters a conflict beteen
these to roles i)e) employee and student) As roles become more differentiated in developing
societies, there is li3ely to be stronger role conflict beteen the student role and the employee
role 1abi3u H Schlabach, 7EED")
*umerous or3ing students e$perience the ill effects of over or3, and this is particularly
valid for the individuals ho are bound to perform e$tra obligations at or3 and university
ithout the reciprocal changes in their role relations) In such a circumstance, or3ing
students are the victims of clashing role relations from professional and educational sides)
Inability to understand and ta3e the diversified roles may lead toards failure to coordinate
effectively amongst both roles, hich ill eventually become a cause of conflict and
dissatisfaction in education and or3 later on) !his is evident from the ay highly or3ing
students encounter problems at or3, at university or in the society)
#ven though combining or3 and study can be an energi+ing challenge for people ho are
performing both roles in the meantime yet it can li3eise be a ma
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hen to or more 3ind of role pressure e$ists in a or3, and fulfillment of one of these
pressures hinders the completion of another -ahn, @olfe, 9uinn, Snoe3, H Rosenthal,
6D=:")
A role conflict also arises hen employees get engaged in higher education to fulfill their
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role conflicts such as 'ender Role 2onflict and @or3 Family 2onflict but a very little focus
has been given to an important role conflict i)e) the @or3Study 2onflict) A large number of
research studies have been conducted on the role conflict related to or3family 'reenhaus
H (oell, 7EE= Barnett H %yde, 7EE6 'reenhaus H (arasuraman, 6DC=") According to
%ofman and Stei
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1.4 Signiicance o the stud!
!his study stands unique in terms of conte$t and e$amining the impact of @or3Study
2onflict beteen or3ers ho opt to enroll in higher studies programs) So this study ill be
an enhancement in the literature of or3study conflict)
!his research is comparatively and potentially a novel thought in (a3istani conte$t and
particularly in education and or3 setting since it intends to develop and test a moderated
model) !he main aim of the study is to better understand or3study conflict, supervisor
support and psychological factors i)e)
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!he present study has its practical implication that leads the management of organi+ation to
divert their attention to this independent variable and ta3ing it into account at the time of
ma3ing their policies and defining the organi+ational norms and culture) #mployees in an
organi+ation ant adequate support in their career) (ersonal groth helps the employee/s
s3ills and abilities in performing his4her tas3s) It is orth mentioning that a constant
improvement in the abilities and s3ills of the individual, higher education helps maintaining
the motivation level of the individual, in turn, reducing the aftereffects of or3study conflict
among the employees) !he present study allos the management of organi+ations and
universities to recogni+e the needs of the or3ing students in (a3istan) !he same is folloed
by the levels of personal groth, trust and intrinsic motivation in terms of the level of
contribution of supervisor support) Up till this time literature has not tested these variables in
an integrative form associated ith the impact of or3study conflict)
!he research is based on psychological practice that is supporting the employee through their
supervisors and enabling them to overcome psychological pressures and increase satisfaction)
!he study is also significant as it associates ith the relationship beteen supervisors and
employees in or3 setting having a relationship of mutual e$change that hen the employee
gets supervisor support then ho this relationship gets affected by increase in level of
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C) !o find out the relationship beteen supervisor support and burnout)
D) !o find out the relationship beteen supervisor support and turnover intention)
6E) !o find out the combined effect of or3study conflict and supervisor support on
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$** T.n3= In8n813n2
Intention to turnover is defined as Kone/s behavioral attitude to ithdra from the
organi+ation hereas turnover is considered to be the actual separation from the
organi+ation Aydogdu H Asi3gil, 7E66")
1.( )heories Supporting Research Stud!
$$ S3;1al E;han7 Th35
!he idea of supervisory support originates from social e$changes beteen the supervisor and
the individual and depends on social e$change theory and the standard of correspondence)
Social e$change theory is a type of motivational theory, clarifies that a fundamental type of
human connection occurs hen people mutually e$change their resources #merson H 2oo3,6D>C") It suggests that every 3ind of relationships hich are formed beteen supervisor and
subordinate are based upon cost benefit analysis) If the benefit in returns is more than the cost
incurred, then subordinate and supervisor are li3ely to stay in the relationship)
Moreover, the la of reciprocity suggests that employees ill feel a sense of obligation to
pay bac3 the promising conduct of supervisor #isenberger et al), 7EE: Moday, (orter, H
Steers, 6DC7 Rousseau, 6DDE") In other ords, e can say that if a supervisor treats hissubordinates ell and shos concern toards them then the subordinate ill feel an
obligation to act in such a ay hich has some value for the supervisor and the organi+ation
i)e) achieving the set goals ob") #mployees pursue equilibrium in e$change relationships ith their supervisors by
developing such attitudes and behaviors hich is matching ith the level of supervisor/s
commitment to his4her employees)
Social e$change theory is a paradigm of cross discipline having its roots in anthropology
e)g), Sahlins, 6D>7", social psychology e)g), 'ouldner, 6D=E" and sociology e)g), Blau,
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6D=:" and that times bac3 at least to the e$tent the beginning of 7Eth century e)g), Mauss,
6D7;") !he process of social e$change usually contains a sequence of interdependent and
conditional relations among to person or parties causing in specific 3inds of compulsions
hich may lead toards a superior quality relationship Blau, 6D=: 2ropan+ano H Mitchell,
7EE; #merson, 6D>=") Moreover, Social e$change theory e$plains further that if both parties
in a relationship ant to continue then they must perceive an e$change or receiving
something hich has value) !his perception demonstrates a phenomenon hich is 3non as
norm of reciprocity) According to 'ouldner 6D=E", hen one party treats the other party ell
in an e$change relationship then it compels the other party to do the same or return the favor
here it is due) @hat is regularly traded in organi+ational conte$t is devotion and dedication)
!his feature of social e$change has been depicted as social e$change relationship e)g),
2ropan+ano, Byrne, Bobocel, H Rupp, 7EE6") In a social e$change relationship, employees
sho devotion and faithfulness to their organi+ation through diminished turnover and
absenteeism along ith elevated performance Rhoades H #isenberger, 7EE7") In return,
employers also sho concern toards employees not only by providing them compensation
pac3age but also by shoing respect, care and value for the ellbeing of employees)
2onsequently, employers and employees e$plore a toay path of social e$change, on
hich both sides can be mutually compensated)
$& C3n2=a813n 34 R23.;2 Th35#
According to the role theory hen a person e$perience vagueness4ambiguity and conflict
hile performing a role intrarole" then he4she encounter some unarranted results) Role
theory also suggests that performance of multiple roles at the same time lead toards inter
role conflict and hence, successful performance of each role becomes difficult for a person,
due to simultaneous clashing requirements, e$haustion, or contradictory behaviors amongst
roles 'reenhaus H Beutell, 6DC= -ahn et al), 6D=:")
!he 25R model recommends that people try to obtain and sustain resources) Stress4an$iety is
a response to a situation hich includes a danger of losing resources, losing resources
actually, or absence of desirable increase in resources) Resources may consist of ob
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3ind of a resource Rosenberg, 6D>D") !ime, 3noledge and money are a part of one/s
energies and together they permit to collect other resources) Individuals encounter stress if
those lose these resources or face any threat of losing them)
Model of 25R theory clarifies stress results for intrarole as ell as interrole stress) For
instance, or3ers undergoing role conflict at or3 may start believing that they are unable to
perform their
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CHAPTER &
& LITRATURE REVIEW
2.1 )he *ature o Role +onlict
!he ord NRole/ is utili+ed to denote a group of interrelated meanings and beliefs that direct
and controls an individual/s behavior in a social set) !he meaning of this terminology is ell
e$plained by 'ood 6D>8", LA person is li3ely to play many roles in the course of a dayL)
!he term 2onflict is borroed from psychoanalytic school of thought according to hich, it/s
an agoni+ing emotional state caused by strain because of opposite and clashing desires and
e$pectations) According to 'ood 6D>8", conflict is an agoni+ing or unhappy condition of
mind hich is caused by a clash of mismatched plans, aims, energies etc)
Role conflict is defined as an event of to or more sets of forces at the same time, such that
fulfillment of one ould ma3e other more intricate %ouse H Ri++o, 6D>7 -ahn et al), 6D=:
(andey H -umar, 6DD>") According to -ahn et al), 6D=:" the role is the consequence of
desires of others concerning precise behavior in a specific position) !he role conflict is
adequately depicted as a mental strain that is achieved by clashing forces applied by the role)Role theory proposes that such a conflict occurs hen people ta3e part in various roles that
are incompatible -at+ H -ahn, 6D>C")
@e encounter conflict beteen different roles hen e find ourselves dragged toards all the
roles e hold) 'aravan and Murphy 7EE6" suggested that or3study requires agreement
and mutual consent from 3ey players in this process, i)e) the student, the employer and the
university) 5therise together @or3 and study can affect both roles i)e) employee and
student) For every study hich assumes the fruitful outcomes of student employment, there is
a convincing study hich claims the opposite Aper, 6DD:") Researchers have alays been
interested in studying the effect of multiple roles and interrole conflict) @or3ing full time
hile getting higher education can be source of greater stress for a person ho is an
employee and a student at the same time) (ast research has shon that e$cess or3 of 6E6;
hours per ee3 is not favorable to student learning 2urtis H 0ucas, 7EE6") 5ne logical
e$planation may be that, or3 affects spare time, students be li3ely to decrease rela$ation and
sociali+ing time instead of study time F
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university students find it difficult to balance beteen or3 and study as a result they
e$perience somehat high level of pressure %umphrey et al), 6DDC") !his pressure can affect
performance at or3 and university adversely) Academic activities get affected by or3ing
long hours %ansen H arvis, 7EEE") Alternately, or3load can cause high level of
psychological and physical e$haustion hich can badly affect an individualOs capability or
drive to perform other roles effectively Mortimer, Finch, &ennehy, 0ee H Beebe, 6DD:")
Recent research suggests that a large number of university students get employed in paid
or3 hich creates conflict and stress beteen both roles ?ic3ers et al), 7EE8")
Role conflict is a type of role demand, it ta3es place hen to or more centers of role
pressures e$ist in the or3space of an individual, and fulfillment of one of these role
pressures affects the completion of another -ahn, @olfe, 9uinn, Snoe3, H Rosenthal, 6D=:")
Role conflict presents instability in light of the fact that the employee is not sure hether
every last bit of her or his role demands are effectively ad
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decrease the adverse effects generated by stressors 'ore, 6DC> !homas H 'anster, 6DD;")
Social support is also 3non as relational e$change hich consists of emotional concern,
contributory aid, 3noledge, or assessment %ouse, 6DC6") Researchers have contended that
the level of supervisor support a person receives in a particular situation may change the
entire process of stress) For instance if a person is facing conflict at his4her or3 but on the
other hand he4she receives the right amount of supervisor support ill stop conflict from
occurrence) Similarly, in case of or3study conflict although a or3ing student may face
conflict from role demands but adequate amount of supervisor may lessen this conflict) For
better understanding of impact of or3study conflict, it is importance to consider the
supervisor supper both at organi+ational and university levels)
Supervisor support received by employee in a or3 domain may help in creating a more
positive environment at or3) For instance, a supervisor ith supportive attitude may
transform difficult or3ing circumstances into less stressful by discussing problems faced by
an employee and being fle$ible hen difficulties arise Ros3ies H 0a+arus, 6DCE") !his 3ind
of supervisor support has been found to decrease the degree of role conflict an employee
faces hile fulfilling the multiple role demands) For instance, in same 3ind of or3
situations, loer role conflict as reported for or3ers ho had supportive supervisors
'off, Mount, H amison, 6DDE ones H Butler, 6DCE") 5n contrary, high degree of role
conflict as reported here supervisor support does not e$ist or lac3s Bur3e, 6DCC
'reenhaus et al), 6DC>") Supervisor support has also been found to upset the effect of conflict
on outcomes) For e$ample, level of
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as compare to unsatisfied employees, satisfied employees perform at greater levels
2hambers, 6DDD") ob satisfaction clarifies the happiness of a person ith his or her
occupation) 0evel of " the term
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-oustelios, !heodora3is and 'oulimaris 7EE:", it is the most ell3non organi+ational
factor influencing
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presenteeism hich is related to or3 stress, its antecedent is ") Students face difficulty to handle their ongoing
stresses hen they feel lac3 of coping resources and that they do not provide any support
%arpell H Andres, 7E68") A research study conducted by Buda and 0enaghan 7EE;"
directly e$amined the relationship beteen these to roles) Findings of this study shoed
that combining or3 and study created stress or strain hich has a negative effect on ell
being) (erforming multiple roles at the same time results in conflicting pressures, and these
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pressures could be contradicting by demanding distinctive roles to contest ith a personOs
inadequate resources of time and in addition the strains connected ith one or more roles
-opelman, 'reenhaus H 2onnolly, 6DC8 Rothbard, 7EE6")
Role conflict results in tension and an$iety, lo confidence, lo
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According to 'ilbreath and Benson 7EE:" supervisor/s behavior is predicts employees/
psychological health) Role conflict is another feature of ") According to this study, cost of tuition is increasing
and due to continuous rise in cost of tuition, the ellbeing of some students is having a
continuous decline) Students have to search various resources to bear their educational
e$pense, hether from scholarships, parents or by getting employed) Unluc3ily, doing a
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inspired by a paranoid fear of losing their employment status) !his e$tra speculation of
resources into the or3 role signifies loss of available resources hich could lead toards
negative circumstances including mental strain and dissatisfaction)
!he adverse effects of or3study conflict may cause a number of ") Burnout is largely an
organi+ational problem caused by long hours or3, ea3 organi+ational policies, or3
family life imbalance and continual peer, customer, and superior pressure) A or3ing student
hen faces the role conflict ill also get encountered ith burnout) Role conflict as
radically associated to emotional collapse aahar, Stone H -isamore, 7EE>") In the conte$t
of role conflict, burnout appears hen a person feels overburdened and psychologically
drained hile accomplishing the requirements of different roles at the same time) !radeoff
beteen different roles such as employee and student, leads toards fulfillment of one role/s
demand hile leaving the other incomplete) (rior research on burnout has found role conflict
to be one of the ma
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&&' W3
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management and
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demands, raising the possibility for role conflict Michaels, 2ron, &ubins3y and
oachimsthaier, 6DCC") 0i3eise, supervisors ho do not support their subordinates, also fail
to communicate ith them properly Bur3e et al), 6DD7") If a or3er feels that essential
information regarding performance e$pectation, ays to meet these e$pectation and other
everyday events related to e$ecution of or3 is not conveyed properly then role ambiguity is
li3ely to arise Ri++o et al), 6D>E")
0ater on ambiguous role demands lead toards role conflict) !he bac3ing and concern shon
by supervisors, act as a strong contributing factor to
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According to Bateman and 5rgan 6DC8" Ksatisfaction received by an individual is the
outcome of efforts done by officials of an organi+ation) Supervisor support creates
Kfacilitating associations ith colleagues that provides a comfort for them in learning Min3,
5en H Min3, 6DD8") -eeping this thought in vie, is it considered that learning and
development of employees is facilitated by supervisor support #llinger, #llinger H -eller,
7EE8") 0arge number of researchers has proposed that social support buffers psychological
issues,
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supervisory behaviors to be useful in dealing ith or3ersO an$iety and pressure, including
overseeing
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their feeling of dominance) Moreover, ourdain and ?e+ina 7E6:" suggest that employees,
ho e$perience loer level of resources in terms of decision ma3ing poer, authority and
supervisor support have a tendency to be more disposed to presenteeism) Regarding or3
factors, increased level of presenteeism as connected ith e$panded overtime, and ith
diminished employment stability, profession opportunities, trust in colleagues,
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6DD7" said that social support decreases the harmful causes of role stressors by helping
employees to tac3le ith stress) Social support e)g) supervisor support" can or3 as a
moderator to the level it restricts pasting of resources or allos achievement of other
resources %obfoll, 7EE7") It is generally believed that employees ho enC")
(ast research have depicted that coping resources can significantly decrease the occurrence of
burnout Melchior, Bours, Schmit+, H @ittich, 6DD>") Social support has its core as ell as
modest effects on burnout 2ordes H &ougherty, 6DD8") 2onsequently, e anticipate that
supervisor support ill moderate the relationship beteen or3study conflict and burnout)
!he impact of role conflict on burnout ill reduce ith increasing supervisor support)
2ontrolling resources e)g) supervisor support" can prevent burnout and moderate the
relationship beteen burnout and role conflict Brotheridge, 7EE6")
Since 6D>Es, research studies have proved that supervisors have emotional impact on
psychological ellbeing of employees 'avin H -elley, 6D>C Sheridan H ?redenburgh,
6D>C") !hese research findings cumulated continuously through the decades of 6DCEs and
6DDEs &u$bury, Armstrong, &re, H %enly, 6DC: 0andeeerd H Boumans, 6DD: Martin H
Schin3e, 6DDC Selt+er H *umerof, 6DCC") For instance Stout 6DC:" found that supervisor
conduct as lin3ed to employees/ ellbeing issues and level of employees/ emotional,
physical and psychological e$haustion)
Recent research study by -arlin, Brondolo, and Schart+ 7EE8" found that supervisor
support is negatively associated ith high blood pressure issue for the or3ers ho face high
stress situations) 0i3eise, @ager, Fieldman, and %ussey 7EE8" found that employees face
high blood pressure issues hile or3ing under a supervisor ho is perceived to be less
favorable, and the deliberate difference as too high and enough to create a potential danger
element for the groth of serious heart disease) In related research studies -arimi H *ouri,
7EED -arimi, -arimi, H *ouri, 7E66" reported that the level of perceived
administrative4supervisor support in the or3 environment is connected ith encountering
or3family conflict and or3ers/ perceived degree of elfare) 'ilbreath and Benson 7EE:"
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suggest that supervisors possessed a more substantial impact on ellbeing of employees than
colleagues, friends and family)
It is clear that supervisors could have a 3ey impact on hat or3ers encounter at or3, and
the list of those outcomes hich are connected ith supervisorOs conduct 3eeps on groing)
Research findings of %oobler and Brass 7EE=" suggest that abusive supervision as lin3ed
ith family damage, proposing that illtreated or3ers discharge aggression induced by
supervisor after they return home) Such 3ind of findings are not so surprising hen
considered by someone, for various or3ers, the supervisor is the most dominant psycho
social character in the or3 environment 5O&riscoll H Beehr, 6DD:") Furthermore,
supervisors are a predominantly available influence point from here to change the or3
environment Bun3er H @i" supervisor/s negative behaviors is
more strongly related to burnout as compare to supervisor/s positive behaviors) Supervisor
Support helps in reducing psychological an$ieties and hich results in decreased burnout and
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11. Super%isor support moderates the relationship bet0een 0ork-stud! conlict and
burnout suchthat the association bet0een 0ork-stud! conlict and burnout is 0eaker 0hen
super%isor support is high.
&% S.6=123 S.6638, W3
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supervisors practices have been appeared to mold or3ersO opinion about employment related
stressors and afterard turnover intention 5/&riscoll H Beehr, 6DD:")
Supervisors can buffer the effects of or3 related stress hich may cause by conflict beteen
different roles possessed by an employee) A supervisor can do so by providing emotional and
instrumental support to an employee) #motional support is described as 3een listening and
caring about an employee, hereas instrumental support can be given by physical support
and proficiency in accomplishment of a tas3 -aufmann H Beehr, 6DC=") In general, people
feel less stress hen they en
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According to %umphrey et al) 7EE>" social support supervisor support" or the degree to
hich an employee receives advice or assistance at or3 from their supervisors or colleagues
-arase3, 6D>D" as intensely negatively associated ith turnover intention) !his observation
goes parallel and refers research or3 on organi+ational support theory #isenberger,
%untington, %utchinson, H Soa, 6DC=" according to hich or3ers ho feel that they
receive satisfactory conduct from their employer ill also feel a sense of liability to repay
their employer by shoing positive attitude and suitable behaviors, this include decreased
levels of intention to quit and actual turnover Rhoades H #isenberger, 7EE7") In an
organi+ational setting one of the sources of social support, informational and emotional
support is Supervisors hile being main persons in preventing
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CHAPTER
RESEARCH METHODOLOGY
3.1 Research 'esign $$ T56 34 S8.!5
!his is a correlation study in hich the impact of or3study conflict on ob Satisfaction,
(resenteeism, Burnout and !urnover Intentions among the or3ing students of university
level as studied and also effects of moderation of Supervisor Support ere captured)
$& S8.!5 S881n7
!his is a field study because participants i)e) or3ing students of university level enrolled indifferent universities ere contacted to fill the questionnaires in their natural university
environment)
$ T1m H31/3n
!he data for this research has been collected at one time so the data is crosssectional in
nature)
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$% R2a;h In84n;
!here is no or minimal research interference and this research is based on field study) As
questionnaire as used for collecting data so the interference of the researcher as minimal
in the or3 setting)
$' Un18 34 Anal5212
!he unit of analysis for this research thesis is individual ho is a student in university as ell
as doing
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!his table is composed of the respondent/s demographics 2haracteristics) It shos that ;6)=G
employees of the sampled employees ere male and :C): G ere female) Age of the >7)=G
of samples employees ere from 7E 8E years, 6C);G from 86 :E years, :)8G from :6;E
years) :8)6G of the employees ere married and ;=)DG ere unmarried) 88);G of the
employees of the sampled employees had
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!he variables hich are being considered are described in the theoretical frameor3) @or3
study conflict is the independent variable, supervisor support is the moderating variable
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&' B.n3.8
Burnout as measured by eight items that ere ta3en from the #$haustion subscale of
5ldenburg Burnout Inventory &emerouti, Ba33er, ?arda3ou, H -antas, 7EE8") Sample item
include, K!here are the days hen I feel tired before I arrive at or3)
&* T.n3= In8n813n2
!hree items ere adopted from the Michigan 5rgani+ational Assessment 9uestionnaire
2ammann et al), 6D>D") Sample item include, KI often think about quitting.
Ta:l Rl1a:1l185 34 S;al
?ariable *o of Items Alpha
@or3 Study 2onflict E= E)>=;
Supervisor Support E: E)C==
ob Satisfaction E= E)>>:
(resenteeism E= E)=7>
Burnout EC E)>C6
!urnover Intention E8 E)=;6
!able 8)7 specifies the reliability of the scale) According to *unnally, 6D>C the 2ronbach
alpha is the most idespread determinant of reliability" that is internal consistency) It is
mostly used hen e have multiple 0i3ert scaled questions in questionnaire that form a scale
and e are interested in determining hether the scale is reliable or not) !his table shos that
all scales are in the range of acceptance) !he value of alpha for @or3Study 2onflict is E)>=;,
for Supervisor Support its E)C==, for ob Satisfaction its E)>>:, for (resenteeism its E)=7>, for
Burnout its E)>C6 and for !urnover Intention its E)=;6)
3.4 +ontrol 5ariables
5ne ay A*5?A has been performed to control for the variations in dependent variables", if
any) !he results of one ay A*5?A shos that there ere significant differences in
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S3.;2 34
Va1a813n
&? 6 &? 7 &? 8 &? :
F 28a81281;2 6-=al. F 28a81281;2 6-=al. F 28a81281;2 6-=al. F 28a81281;2 6-=al.
#$perience ):D: )=C> )==> );>8 )=D6 );;C 6)8;= )7;>
ob *ature )EEE )DDD 8)=6C )E;C ;)=D= )E6C 8)>6> )E;;
0ast &egree 6)>7= )6CE 6)=ED )7E7 6)C6C )6=: 7)78: )6ED
Marital
Status)EEE )DC: )EEE )DDC ):7; );6; )E77 )CC8
'ender )6E; )>:> )6;8 )=D= )E8= )C;E ):7= );6:
Age 7)887 )E>: );8= )=;C );6E )=>= 6)7;: )7D6
CHAPTER %
% RESULTS
4.1 'escripti%e Statistics and +orrelation 6nal!sis
Folloing table shos the descriptive statistics of the variables of this current study)
Ta:l %$# D2;1681= Anal5212
?ariables * Min Ma$ Mean Standard &eviation
@S2M7C
66)6> ;)EE 8);7 )CEE
SupSpM7C
66)EE ;)EE 8)E= 6)6;
SM7C
67)6> ;)EE 8)=> )==6
(rsntsmM7C
67)6> ;)EE 8):> );;8
B5M 7C 6)CC ;)EE 8);6 );;C
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6
!5IM7C
66)=> ;)EE 8);8 )>6=
!his table 8)7 shos the descriptive statistics of our study) !his shos the ma$imum and
minimum value, at hich the responses lie, and also the mean and standard deviation of the
variables) !he minimum value of @or3Study 2onflict is 6)6> and ma$imum value is ; ith
mean of 8);7 and ith the standard deviation of E)CEE) !he minimum value of Supervisor
Support is 6 and ma$imum value is ; and the mean that is shon in table is 8)E= and the
standard deviation in this variable is 6)6;) !he minimum and ma$imum value of ob
Satisfaction is 7)6> and ; respectively ith 8)=> mean and the standard deviation of E)==6)
!he minimum and ma$imum value of (resenteeism is 7)6> and ; respectively ith 8):> meanand the standard deviation of E);;8) !he minimum and ma$imum value of Burnout is 6)CC
and ; respectively ith 8);6 mean and the standard deviation of E);;C) !he minimum and
ma$imum value of !urnover Intention is 6)=> and ; respectively ith 8);8 mean and the
standard deviation of E)>6=)
Ta:l% C3la813n Anal5212
6 7 8 : ; = >
6)ob * 6
7)@S2 )677 6
8)SS )E=E )8=; 6
:)S )E6E )E:7 )6=C 6
;)(retsm )668 ):DC )8EC )E8D 6
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=)B5 )6:6 );EE )88= )66: );8> 6
>)!5I )66; ):7C )86C )67E )>E8 )>E6 6
* Correlation is significant at the 0.05 level (2-tailed).
** Correlation is significant at the 0.01 level (2-tailed).
*p
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Support and turnover intention is E)86C means that there is a significant negative
relationship beteen them)
4.2 Regression 6nal!sis
Ta:l % H1a;h1;al R72213n Anal5212 34 W3< 28.!5 ;3n4l1;8 an! S.6=123 S.6638
P!1;83 S.6=123 S.6638
B R& R
S86 $
Control variables
)EE:
S86 &
@or3 study 2onflict
);:= )6:: )6:6
*p< .05, **p< .01, ***p< .001
Ta:l %% M3!a8! R72213n Anal522
P!1;832
JS P82m BO TOI
B R& R B R & R B R & R B R & R
Step 6
Control
variabl
e
)EE6 )E78 )E7E )E68
Step 7
@S2 )E7E )8E7 )7D8 )86E
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SS )6E7 )E7D )E7C )6E: )7D> )7>: )ED6 )7C> )7=> )677 )77E )7E>
Step 8
@S2$
SS
)788 )E:E )E66 )87C )87= )E7D )8C: )88E )E:8 )7E= )77C )EEC
*p< .05, **p< .01, ***p< .001, #$C!#or% st"d& conflict, $$! $"pervisor s"pport, J$!Job satisfaction,
'rets! 'resenteeis, !"rno"t, +!+"rnover ntention
4.36ssessing the 7orm o nteraction
!he results of the regression analyses ere plotted in Figures 6, 7, 8 and :) As shon in
Figure 6, even at lo level of supervisor support,
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0o @S2 %igh @S2
6
6);
7
7);
8
8);
:
:);
;
0o SS %igh SSJ3: Sa8124a;813n
F17. $# !he moderating role of supervisor support on the relationship beteen or3study conflict
and
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0o @S2 %igh @S2
6
6);
7
7);
8
8);
:
:);
;
0o SS %igh SSB.n3.8
F17. # !he moderating role of supervisor support on the relationship beteen or3study conflict
and burnout)
0o @S2 %igh @S2
6
6);
7
7);
8
8);
:
:);
;
0o SS %igh SST.n3= In8n813n
F17. %# !he moderating role of supervisor support on the relationship beteen or3study conflict
and turnover intention)
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%6 stated that or3study conflict ill be negatively associated ith Supervisor Support,
results shos that there is significant negative relationship beteen or3 study conflict and
supervisor support at the level of BT);:=, pXE)EE6") So the results supports hypothesis %6)
%7 stated that or3study conflict ill be negatively associated ith )
%C stated that supervisor support ill be negatively associated ith presenteeism, results
shos that there is significant negative relationship beteen supervisor support and
presenteeism at the level of BT)6E:, pXE)EE6") So the results supports hypothesis %C)
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%D stated that supervisor support moderates the relationship beteen or3study conflict and
presenteeism, such that the association beteen or3 study conflict and presenteeism is
ea3er hen supervisor support is high) Results shos that there is significant negative
moderation of supervisor support beteen the relationship of or3 study conflict and
presenteeism at the level of BT)87C, pXE)EE6") So the results supports hypothesis %D)
%6E stated that supervisor support negatively associated ith burnout, results shos that
there is significant negative relationship beteen supervisor support and burnout at the level
of BT)ED6, pXE)EE6") So the results supports hypothesis %6E)
%66 stated that supervisor support moderates the relationship beteen or3study conflict
and burnout such that the association beteen or3 study conflict and burnout is ea3er
hen supervisor support is high, results shos that there is significant negative moderation of
supervisor support beteen the relationship of or3 study conflict and burnout at the level of
BT)8C:, pXE)EE6") So the results supports hypothesis %66)
%67 stated that Supervisor support ill be negatively associated ith turnover intention,
results shos that there is significant negative relationship beteen supervisor support and
turnover intentions at the level of BT)677, pXE)EE6") So the results supports hypothesis
%67)
%68 stated that Supervisor support moderates the relationship beteen or3study conflict
and turnover intention such that the association beteen or3 study conflict and turnover
intentions is ea3er hen supervisor support is high), results shos that there is no
significant moderation of supervisor support beteen the relationship of or3 study conflict
and turnover intentions at the level of BT)7E=, pWE)E;") So the results does not supports
hypothesis %68)
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4.4 Summar! o Results
Folloing table shos the summary of results of this study.
Ta:l %' S.mma5 34 A;;68!R0;8! H5638h212
H5638h212 S8a8mn82 R2.l82H$ @or3Study conflict ill be negatively associated ith
Supervisor Support)
A;;68!
H& @or3Study conflict ill be negatively associated ith
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H$ Supervisor support moderates the relationship beteen or3
study conflict and turnover intention) Such that the association
beteen or3 study conflict and turnover intentions is ea3er
hen supervisor support is high)
R0;8!
T38al n.m: 34 H5638h212 $
N.m: 34 A;;68! H5638h212 $)
N.m: 34 R0;8! H5638h212
CHAPTER '
' D12;.2213n, Im6l1;a813n2, L1m18a813n2 an! D1;813n2 43 F.8. R2a;h
".1. 'iscussion
&ue to rise in cost of education and increasing demand at or3, both students and employees
opt to perform multiple roles i)e) students as or3ers and or3ers as students for their
survival, better career and groth) @hile performing these roles they encounter some
psychological factors hich ere treated as dependent variables in this research) !he main
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purpose of the research is to study the impact of or3study conflict on
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relationship beteen role conflict and presenteeism Aronsson H 'ustafsson, 7EE; Aronsson
et al., 7EEE Burton et al., 7EE;" hich provided a base for hypothesi+ing this relationship)
Results of this study also supported this relationship revealing that there is significant
positive relationship beteen or3 study conflict and presenteeism)
?arious theoretical concepts ere presented to e$plain the occurrence of burnout) !he study
clearly depicts that or3study conflict is positively associated ith burnout) Burnout
increases ith an increase in conflict beteen or3 and study) (ast studies also sho a
positive relation beteen both variables and recogni+ed role demands as precursors of
burnout 0ee H Ashforth, 6DD= (eeters, Montgomery, Ba33er, H Schaufeli, 7EE;") Results of
this study sho that there is significant positive relationship beteen or3study conflict and
burnout) So the results supports hypothesis %:)
!his study further reveals that there is a positive relationship beteen or3study conflict
and turnover intention) As past literature supports the positive association of this relationship,
respondents have also substantiated this fact that increasing conflict beteen their C aramillo et
al), 7EE; !och, 7EE7; %imle, ayaratne H !hyness, 6DCD". Same has been hypothesi+ed and
shon in result of this study that supervisor support positively associated ith
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support does not affect relationship beteen role ambiguity, role conflict, role overload and
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Supervisor Support has a negative association ith turnover intention but hile acting as
moderator beteen or3study conflict and turnover intension, our study negates the
hypothesis %68 i)e) Supervisor support moderates the relationship beteen or3study
conflict and turnover intention) Although previous researches illustrate that supervisor
support does moderates but this study shos insignificant results regarding role of supervisor
support as moderator beteen or3study conflict and turnover intention) Same has been
proved in a research study conducted by !hirapatsa3un, -untonbutr and Mechinda 7E6:") It
depicts that even if supervisor support is provided to an individual encountering or3study
conflict, it cannot reduce the level of turnover intention in conte$t of (a3istan) !here are
number of reasons such as supervisor support helps to reduce the an$iety faced by an
individual through or3study conflict but it remains unable to reduce the or3 load of both
roles) Another reason is that most of the or3ing students are beteen 7E to 8E years old, at
this age individuals are in their beginning or midcareer level and they have urge to surpass at
a faster pace) For this purpose individuals have an increasing trend of
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Information regarding stress management and time management to manage fatigue, reduced
effort, irritability and distraction may be valuable)
#mployment conditions also 3eep their impact on academic performance of or3ing
students) Immediate supervisors, line manager and %uman Resource departments required to
be made aare of, and they should also promote aareness that study time and educational
commitments can be impinged upon by or3) !ime issue can be offset by organi+ational
policies and studies can be loo3ed positive by encouraging such a supportive or3 culture)
Initiatives can incorporate advancing study leave, the capacity to arrange adaptable or3 hours,
and the provision of calm space to study during lunch brea3s)
!o comprehend hy a fe students endure in their studies and others surrender it is
imperative to ponder at or3ing studentsO level of inspiration for studying additionally to
consider the number, quality and nature of contending activity choices, for e$ample, or3
and recreation activities)
Recruitment and employment specialists for e$ample, may utili+e data about studentsO or3
and rela$ation e$periences to distinguish or3 related abilities and relegate
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time period) !here may be a propensity to thin3
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R4n;2
A3fopure, R)R), I3hifa, 5)'), Imide, 5)I), H 53o3oyo, I) #) 7EE=") ob satisfaction among
educators in collegesof education in Southern *igeria) Jo"rnal of pplied $ciences, ;",
6ED:6EDC)
Aper, ) () 6DD:") An Investigation of the Relationship beteen Student @or3 #$perience
and Student 5utcomes)
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Aronsson, '), 'ustafsson, -) 7EE;") Sic3ness presenteeism. prevalence, attendancepressure
factors, and an outline of a model for research)Jo"rnal of cc"pational / nvironental
edicine,:>D", D;CYD==)
Aronsson, '), 'ustafsson, -), &allner, M) 7EEE") Sic3 but yet at or3. an empirical study of
sic3ness presenteeism)Jo"rnal of pideiolog& and Co"nit& ealth,;:, ;E7Y;ED)
Ashford, S)), 0ee, 2), H Bob3o, () 6DCD") 2ontention, causes, and consequences of C6>D=)
[54]
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Bateman, !) S), H 5rgan, &) @) 6DC8") ob satisfaction and the good soldier. !he
relationship beteen affect and employee Kciti+enship)cade& of anageent
Jo"rnal, 2:", ;C>;D;)
Beehr, !) A), e$, S) M), Stacy, B) A), H Murray, M) A) 7EEE") @or3 stressors and coor3er
support as predictors of individual strain and ational
effectiveness. A facet analysis, model and literature revie/,'ersonnel ps&cholog&, 86, ==;
==D)
Behrman, %) &) H (erreault, &) @) r) 6DC:") A Role Stress Model of the (erformance and
Satisfaction of Industrial Salespersons)Jo"rnal of ar%eting, 3:, D76)
Berger'ross, ?), H -raut, A) I) 6DC:") N'reat e$pectations/. A noconZict e$planation of
role conZict)Jo"rnal of pplied 's&cholog&, =D, 7=6Y7>6)
Bettencourt, 0)A), and Bron, S)@) 7EE8") Role Stressors and 2ustomer5riented
BoundarySpanning Behaviors in Service 5rgani+ations, Jo"rnal of the cade& of
ar%eting $cience, 86, 8D:Y:EC)
Bhagat, R) S), Mc9uaid, S) ), 0indholm, %), H Segovis, ) 6DC;") !otal life stress. A
multimethod validation of the construct and its effects on organi+ationally valued outcomes
and ithdraal behaviors)Jo"rnal of pplied 's&cholog&, 706", 7E7)
Biron, 2), Brun, ) (), Ivers, %), H 2ooper, 2) 7EE=") At or3 but ill. psychosocial or3
environment and ellbeing determinants of presenteeism propensity)Jo"rnal of '"blic
ental ealth, 5:", 7=8>)
Blau, () M) 6D=:") #$change and poer in social life) *e1or3, *1. @iley
Boles, ) S), H Babin, B) ) 6DD=") 5n the front lines. Stress, conflict, and the customer
service provider)Jo"rnal of "siness esearch, 876", :6;E)
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Botha, %) 7EE>")elationships bet6een Job ;ariables +he oderating ffects of $"pport
and the ediating ffects of Job $atisfaction, ffective Coitent and Contin"ance
Coitent in the $"pport #or%er nd"str& &octoral dissertation, !he University of
@ai3ato")
Brayfield, A) %) H Rothe, %) F) 6D;6") An inde$ of 866)
Brotheridge, 2) M) 7EE6") A comparison of alternative models of coping. Identifying
relationships among coor3er support, or3load, and emotional e$haustion in the
or3place)nternational Jo"rnal of $tress anageent,:6", 66:)
Brotheridge, 2) M), H 0ee, R) !) 7EE;") Impact of or3family interference on general ell
being. A replication and e$tension) nternational Jo"rnal of $tress anageent, 12(1),7E8Y
776)
Bron, 2), H 5OBrien, -) M) 6DDC") Understanding stress and burnout in shelter or3ers)
'rofessional 's&cholog& esearch and 'ractice, 7D:", 8C88C;)
Buda, R) H 0enaghan, )A) 7EE;") #ngagement in Multiple Roles. An Investigation of the
Student@or3 Relationship) +he Jo"rnal of ehavioral and pplied anageent, =8", 766
77:)
Bun3er, &) R), H @i6>>7D)
Bur3e, R) ), H Richardson, A) M) 7EEE") (sychological burnout in organi+ations) andboo%
of organi9ational behavior, 87>8=C)
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Burton, @*), 2hin1u, 2), 2onti, &,) et al. 7EE;") !he association of health ris3s ith on
theC", >=D)
2ammann, 2), Fichman, M), en3ins, &), H -lesh, ) 6D>D") !he Michigan organi+ational
assessment questionnaire) =np"blished an"script, =niversit& of ichigan, nn rbor)
2arlson, &) S), H (erree, () 0) 6DDD") !he role of social support in the stressorstrain
relationship. An e$amination of or3family conflict)Jo"rnal of anageent, 25, ;68Y;:E)
2averley, *), 2unningham, ) B), H Mac'regor, ) *) 7EE>") Sic3ness presenteeism,
sic3ness absenteeism, and health folloing restructuring in a public service
organi+ation)Jo"rnal of anageent $t"dies, 337", 8E:86D)
2hambers, ) 6DDD") !he :)
2hang, #), H %ancoc3, -) 7EE8") Role stress and role ambiguity in ne nursing graduates in
Australia)"rsing / health sciences, 57", 6;;6=8)
2ohen, A) R) 6D;D") Situational structure, selfesteem, and threatoriented reactions to
poer)
2ooper, 2) 6DD=") %ot under the collar) +he +ies >igher d"cation $"ppleent?, J"ne
21st)
2ooper, 2) 0), H @illiams, S) #) 6DD:") Creating health& 6or% organi9ations) ohn @iley H
Sons)
2ordes, 2)0) and &ougherty, !)@) 6DD8", KA revie and an integration of research on E)
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2oventry, '), 2ornish, '), H Stric3er, () 6DC:") 'art-tie #or% and @o"th in +ransition.
elbo"rne?ictorian Institute of Secondary #ducation)
2ropan+ano, R), Byrne, ) S), Bobocel, &) R), H Rupp, &) #) 7EE6") Moral virtues, fairness
heuristics, social entities, and other deni+ens of organi+ational
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
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#isenberger, R), Armeli, S), Re$in3el, B), 0ynch, () &), H Rhoades, 0) 7EE6")
Reciprocation of perceived organi+ational support. +he Jo"rnal of pplied 's&cholog&, C=6",
:7Y;6)
#isenberger, R), Fasolo, (), H &avis0aMastro, ?) 6DDE") (erceived organi+ational support
and employee diligence, commitment, and innovation) +he Jo"rnal of pplied 's&cholog&,
>;6", ;6Y;D)
#isenberger, R), %untington, R), %utchison, S), H Soa, &) 6DC=") (erceived organi+ational
support)Jo"rnal of pplied 's&cholog&, >6, ;EE;E>)
#isenberger, R), 0ynch, (), Aselage, ), H Rohdiec3, S) 7EE:")@ho ta3es themost revengeJ
Individual differences in negative reciprocity norm endorsement) 'ersonalit& and $ocial
's&cholog& "lletin, 8E=", >C>Y>DD)
#isenberger, R), Stinglhamber, F), ?andenberghe, 2), Suchars3i, I) 0), H Rhoades, 0) 7EE7")
(erceived supervisor support. contributions to perceived organi+ational support and
employee retention)Jo"rnal of applied ps&cholog&, :78", ;=;)
#llic3son) M)2), H 0ogsdon, -) 7EE7") &eterminants of
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
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Feldman, &)2) 6D>=") A contingency theory of sociali+ation) dinistrative $cience
B"arterl&, 76), :88;7)
Fishbein, M) and A;") Belief, attitude, intention and behavior. An introduction to
theory and research) Reading, MA. Addison @esley)
Fisher, 2)&) and 'itelson, R) 6DC8") NA Metaanalysis of the 2orrelates of Role 2onZict and
Ambiguity/,Jo"rnal of pplied 's&cholog&, =C. 87E Y88)
F)
'anster, &) 2), Fusilier, M) R), H Mayes, B) !) 6DC=") Role of Social Support in the
#$perience of Stress at @or3)Jo"rnal of pplied 's&cholog&, >66", 6E766E)
'anster, &) 2), (agon, M), H &uffy, M) 6DD=") rgani9ational and interpersonal so"rces of
stress in the $lovenian police force)
'aravan, !) *), H Murphy, 2) 7EE6") !he cooperative education process and organisational
socialisation. A qualitative study of student perceptions of its effectiveness)d"cation
+raining, 38=", 7C68E7)
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underground miners. An e$ploratory study)"an elations, 81, ;=>Y;C6)
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'ilbreath, B) 7EE6") $"pervisor behavior and eplo&ee ps&chological 6ell-being) (ro9uest
&igital &issertations, *umber 8EECD:E)
'ilbreath, B), H Benson, () ') 7EE:") !he contribution of supervisor behaviour to employee
psychological ellbeing) #or% / $tress,6C, 7;;Y7==)
'ilbreath, B), H -arimi, 0) 7E67") Supervisor behavior and employee
presenteeism)nternational Jo"rnal of Deadership $t"dies, 76", 66:686)
'ouldner, A) 6D=E") !he norm of reciprocity. A preliminary statement) erican
$ociological evie6, 7;, ;8Y=7)
'reenhaus, )%), Bedeian, A'), H Mossholder, -@) 6DC>") @or3 e$periences, =E)
'reenhaus, )%) H (oell, ')*) 7EE=") @hen @or3 H Family Are Allies A !heory 5f @or3
Family #nrichment)cade& of anageent evie6 86, >7YD7)
'u++o, Richard A) and B)A) 'annett) 6DCC") K!he *ature of Facilitators and Inhibitors of
#ffective !as3 (erformance) In Eacilitating #or% ffectiveness,edited by F)&) Schoorman
and B) Schneider) 0e$ington, MA. 0e$ington Boo3s)
%afer, ) H Mc2uen, A) B) 6DC;") Antecedents of (erformance and Satisfaction in a Service
Salesforce as 2ompared to an Industrial Salesforce) Jo"rnal of 'ersonal $elling and $ales
anageent, 5, >6>)
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
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%aines, ?) A), %urlbert, ) S), H immer, 2) 6DD6") 5ccupational stress, social support, and
the buffer hypothesis) #or% / cc"pations, 1: 767Y78;)
%ansen, &) M) H arvis, () A) 7EEE") Adolescent employment and psychological outcomes)
@o"th and $ociet&, 81, :6>:8=)
%arpell, )?), H Andres, )@) 7E68") Relationship beteen School Based Stress and !est
An$iey. nternational Jo"rnal of 's&chological $t"dies, ;7", >:C:)
%arris, #)'), Artis, A)B), @alters, )%), and 0icata, )@) 7EE=") Role Stressors, Service
@or3er ob Resourcefulness and ob 5utcomes. An #mpirical Analysis, Jo"rnal of "siness
esearch, :D, :E>Y:6;)
%atton, 2) and #merson, #) 6DDC", KBrief report. 5rganisational predictors of actual staff
turnover in a service for people ith multiple disabilities,Jo"rnal of pplied esearch in
ntellect"al Aisabilities, ?ol) 66, pp) 6==>6)
%emp, () 7EE:") (resenteeism. at or3but out of it)arvard b"siness revie6,:26E", :D;C)
%er+berg F) 6D==" @or3 and the *ature of Man) 2roell, *e1or3)
%etland, %), Sandal, ')M) and ohnsen, !)B) 7EE>", KBurnout in the information technology
sector. does leadership matterJ,"ropean Jo"rnal of #or% and rgani9ational 's&cholog&,
?ol) 66 *o) 6, pp) ;C>;)
%iggins, 2) A), &u$bury, 0) #), H Irving, R) %) 6DD7") @or3family conflict in the dual
career family) rgani9ational ehavior and "an Aecision 'rocesses,516", ;6>;)
%imle, &) (), ayaratne, S), H !hyness, () A) 6DCD") !he buffering effects of four types of
supervisory support on or3 stress)dinistration in $ocial #or%, 186", 6D8:)
%obfoll, S) #) 6DCD") 2onservation of resources. A ne attempt at conceptuali+ing stress)
erican 's&chologist, 33, ;68Y;7:)
%obfoll, S) #) 7EE7") Social and psychological resources and adaptation)evie6 of Feneral
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
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%obfoll, S) #), and Shirom, A) 7EE6") 2onservation of Resources !heory) In R)
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*1.&e33er)
%odgson, A), H Spours, -) 7EEE") #arning and learning. a local study of parttime paid or3
among 6:6D year olds)nstit"te of d"cation, =niversit& of Dondon)
%ofman, @) %) A), H Stei7") Role conflict and ambiguity as critical variables in a
model of organi+ational behavior) rgani9ational ehavior and "an 'erforance, 78",
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%ummer, ), Sherman, B), H 9uinn, *) 7EE7") (resent and unaccounted for) cc"pational
ealth / $afet&, >6, :EY ::, 6EE)
%umphrey, R), Mc2arthy, (), (opham, F), 2harles, ), 'arland, M), 'ooch, S), %ornsby, 2) %)
H Muldoon, 2) 6DDC") Stress and the contemporary student) igher d"cation B"arterl&,
52, 7767:7)
%umphrey, S) #), *ahrgang, ) &), H Morgeson, F) () 7EE>") Integrating motivational, social
and conte$tual or3 design features. A metaanalytic summary and theoretical e$tension of
the or3 design literature)Jo"rnal of pplied 's&cholog&, D7, 6887Y68;=)
%utchison, S), H 'arst3a, M) 0) 6DD=") Sources of perceived organi+ational support. goal
setting and feedbac3. Jo"rnal of pplied $ocial 's&cholog&, 7=6;", 68;6Y68==)
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on Role Ambiguity and Role 2onZict in @or3 Settings, rgani9ational ehavior and "an
Aecision 'rocesses, 8=, 6= Y>C)
ac3son, S)#), Schab, R)0), H Schuler, R)S) 6DC=") !oard an understanding of the burnout
phenomenon)Jo"rnal of pplied 's&cholog&, >6, =8EY=:E)
acobs, #), H Roodt, ') 7EE>, May") !he development of a 3noledge sharing construct to
predict turnover intentions) Inslib 'roceedings?ol) ;D, *o) 8, pp) 77D7:C") #merald
'roup (ublishing 0imited)
ansson, M), H 0inton, S) ) 7EE=") (sychosocial or3 stressors in the development and
maintenance of insomnia. A prospective study)Jo"rnal of cc"pational ealth 's&cholog&,
11, 7:6Y7:C)
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organi+ational commitment) (olicing. n nternational Jo"rnal of 'olice $trategies /
anageent, 7C7", 876Y88=)
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aahar, I) M), Stone, !) %), H -isamore, ) 0) 7EE>") Role conflict and burnout. !he direct
and moderating effects of political s3ill and perceived organi+ational support on burnout
dimensions)nternational Jo"rnal of $tress anageent, 137", 6:7)
ernigan, I) #), H Beggs, ) M) 7EE;") An e$amination of satisfaction ith my supervisor and
organi+ational commitment)Jo"rnal of pplied $ocial 's&cholog&, 856E", 76>676D7)
ohns, ') 7EE8") %o methodological diversity has improved our understanding of
absenteeism from or3)"an reso"rce anageent revie6, 187", 6;>6C:)
ohns, ') 7E66") Attendance dynamics at or3. !he antecedents and correlates of
presenteeism, absenteeism, and productivity loss)Jo"rnal of cc"pational ealth
's&cholog&, 1:", :C8)
ohnson, ) ?), H %all, #) M) 6DCC") ob strain, or3place social support and cardiovascular
disease. A crosssectional study of a random sample of the Sedish or3ing population)
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presenteeism propensity. a test of the &emandY2ontrolYSupport model)"ropean Jo"rnal of
#or% and rgani9ational 's&cholog&, 28:", :C8:D=)
-ahn, ) %), Schneider, -) !), en3ins, %en3elman, !) M), H Moyle, 0) 0) 7EE=") #motional
social support and D8CE>)
-ahn, R) 0), @olfe, &) M), 9uinn, R) (), Snoe3, ) &), H Rosenthal, R) A) 6D=:")
rgani9ational stress $t"dies in role conflict and abig"it&. 5$ford, #ngland. @iley)
-ahn, R)0) and Byosier, () 6DD7") Stress in 5rgani+ations) In &unnette, M)&) and %ough,
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-alliath, !) ), H Bec3, A) 7EE6") Is the path to burnout and turnover paved by a lac3 of
supervisory supportJ A structural equations test)e6 Iealand Jo"rnal of 's&cholog&, 807",
>7>C)
-arase3, R) A) 6D>D") ob demands,
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
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-oopman, 2), (elletier, -) R), Murray, ) F), Sharda, 2) #), Berger, M) 0), !urpin, R) S), H
Bendel, !) 7EE7") Stanford presenteeism scale. health status and employee
productivity)Jo"rnal of cc"pational and nvironental edicine, 336", 6:7E)
-opelman, Richard #), Arthur () Brief and Richard A) 'u++o) 6DDE") K!he Role of 2limate
and 2ulture in (roductivity) (p) 7C7868 in rgani9ational Cliate and C"lt"re, edited by
B) Schneider) San Francisco, 2A. osseyBass)
-opelman, R) #), 'reenhaus, ) %), H 2onnolly, !) F) 6DC8") A model of or3, family, and
interrole conflict. A construct validation study) rgani9ational behavior and h"an
perforance, 827", 6DC76;)
-ott3e, ) 0), H Sharafins3i, 2) #) 6DCC") Measuring perceived supervisory and
organi+ational support)d"cational and 's&chological eas"reent, :C:", 6E>;6E>D)
-oustelios, A), !heodora3is, *) H 'oulimaris, &) 7EE:") Role ambiguity, role conflict and
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0andeeerd, ) A), H Boumans, *) () ') 6DD:") !he effect of or3 dimensions and need for
autonomy on nurses/ or3 satisfaction and health) Jo"rnal of cc"pational and
rgani9ational 's&cholog&, 7, 7E>Y76>)
0an3au, M), 2arlson, &)S) and *ielson, !)R) 7EE=") !he mediating influence of role stressors
in the relationship beteen mentoring and
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
78/90
0ip3e, &) ) 7EEE") @or3 study) American &emographics, 77, D6:)
0loyd, 2), -ing, R), H 2henoeth, 0) 7EE7") Social or3, stress and burnout. A
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perceived organi+ational support and perceived supervisor support on employee
turnover)Jo"rnal of rgani9ational ehavior, 2:C", 6E;D6E>;)
Maert+, 2) (), Stevens, M) ), H 2ampion, M) A) 7EE8") A turnover model for the Me$ican
maquiladoras)Jo"rnal of ;ocational ehavior, 86", 66668;)
Mahan, () 0), Mahan, M) (), (ar3, *) ), Shelton, 2), Bron, -) 2), H @eaver, M) !) 7E6E")
@or3 environment stressors, social support, an$iety, and depression among secondary school
teachers) Jo"rnal, 5:;", 6D>7E;)
Mar3el, -) S), H Frone, M) R) 6DDC") ob characteristics, or3Yschool conflict, and school
outcomes among adolescents. !esting a structural model)Jo"rnal of pplied
's&cholog&, :87", 7>>)
Martens, R), Burton, &), ?ealey, R) S), Bump, 0) A), H Smith, &) #) 6DDE") &evelopment and
validation of the competitive state an$iety inventory7) Copetitive anKiet& in sport, 66>6DE)
Martin, U), H Schin3e, S) () 6DDC") 5rgani+ational and individual factors influencing
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Mauno, S), -innunen, U), H Ruo3olainen, M) 7EE>") ob demands and resources as
antecedents of or3 engagement. A longitudinal study)Jo"rnal of ;ocational
ehavior, 706", 6:D6>6)
Mauss, M) 6D7;") +he gift Eors and f"nctions of eKchange in archaic societies) *e 1or3.
!he *orton 0ibrary)
Melchior, M) #) @), Bours, ') ) ) @), Schmit+, (), H @ittich, 1) 6DD>") Burnout in
psychiatric nursing. a metaanalysis of related variables) Jo"rnal of 's&chiatric and ental
ealth "rsing, :, 6D87E6)
Michaels, R) #), 2ron, @) 0), &ubins3y, A) ), H oachimsthaler, #) A) 6DCC") Influence of
formali+ation on the organi+ational commitment and or3 alienation of salespeople and
industrial buyers)Jo"rnal of ar%eting esearch, 8>=8C8)
Mic3leright, ), Ra
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
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and anageent, 1584:", 78E7:8)
*etemeyer, R) '), ohnston, M) @), H Burton, S) 6DDE") Analysis of role conflict and role
ambiguity in a structural equations frameor3)Jo"rnal of pplied 's&cholog&, 757", 6:C)
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
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Role 5verload, ob Satisfaction and Social Support Moderation) $ Jo"rnal of nd"strial
's&cholog&, 887", =7 Y =>)
(rice, )l) 7EE6") Reflections on the determinants of voluntary turnover) nternational
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and tas3 performance through selfefficacy)Jo"rnal of $ocial and Clinical 's&cholog&, 2:,
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Ri++o, ) R), %ouse, R) ) H 0irt+man, S)I), 6D>E", Role 2onflict and Ambiguity in 2omple$
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literature)Jo"rnal of applied ps&cholog&, C>:", =DC)
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Rothstein, &) S) 7EE>") %igh school employment and youthsO academic achievement) +he
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Rousseau, &) M) 6DDE") *e hire perceptions of their on and their employerOs obligations.
a study of psychological contracts. Jo"rnal of rgani9ational ehavior, 66;", 8CD)
Rosenberg, M) 6D>D") Conceiving the $elf) *e 1or3. Basic Boo3s)
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Seers, A), Mc'ee, ') @), Serey, !) !), H 'raen, ') B) 6DC8") !he interaction of
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!eas, 0) -) 6DC8") Supervisory Behavior, Role Stress, and the ob Satisfaction of Industrial
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?an der &oef, M), H Maes, S) 6DDD") !he 66:)
?an &ierendonc3, &), Schaufeli, @) B), H Buun3, B) () 6DDC") !he evaluation of an
individual burnout intervention program. !he role of inequity and social support)Jo"rnal of
pplied 's&cholog&, :88", 8D7)
?iator, R) #) 7EE6") !he association of formal and informal public accounting mentoring
ith role stress and related 8
D8)
?ic3ers, M), 0amb, S), H %in3ley, ) 7EE8") $t"dent #or%ers in igh $chool and e&ond
+he ffects of 'art-+ie plo&ent on 'articipation in d"cation, +raining and #or%)
A2#R 2ustomer Service, (rivate Bag ;;, 2amberell, ?ictoria 867: Australia)
[75]
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
85/90
-
7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
86/90
1ar3er, ), 0eis, R), H &onaldsonFeilder, #) 7EEC") Management competencies for
preventing and reducing stress at or3. identifying the management behaviours necessary to
implement the management standards. phase to)
1u3l, ') A) 6DCD")Deadership in organi9ations) (earson #ducation India)
A66n!1
Im6a;8 34 W318h M3!a81n7 R3l 34 S.6=123 S.6638
UESTIONNAIRE
[77]
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
87/90
Da R263n!n8,
I am a student of Riphah International University and doing this survey as I am or3ing on
this pro
-
7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
88/90
SECTION# II
S8
,3n7l5D12a7,
D12a7,
N.8,al
A7,
S
8,3n7l5A7,
6) My family4colleagues disli3e ho often I am preoccupied ith my or3
office" hile I am at university6 7 8 : ;
7) My or3 office" ta3es up time that I ould li3e to spend on my studies) 6 7 8 : ;
8)After or3 office" I come to university too tired to do some of the things I
li3e to do 6 7 8 : ;
:) My university life ta3es up time that I li3e to spend at or3 office" 6 7 8 : ;
;)My superiors and peers disli3e ho often I am preoccupied ith my
university life at or3 office")6 7 8 : ;
=)My university demands are so great that it ta3es me aay from my office
or3) 6 7 8 : ;
SECTION# IIIS8,3n7l5
12a7,
D12a7,
N.8,al
A7,
S8,3n7l5A7,
6)My supervisor is concerned about the welfare of those under him
6 7 8 : ;7) My supervisor pays attention to what I am saying 6 7 8 : ;
8) My supervisor is helpful in getting the job done 6 7 8 : ;
:) My supervisor is successful in getting people to work together 6 7 8 : ;
SECTION# IV
S8,3n7l5D12a7,
D12
a7,
N
.8,al
A
7,
S8,3n7l5A7,
6) I am often bored with my job(R) 6 7 8 : ;
7) I feel fairly well satisfied with my present job 6 7 8 : ;
8) I am satisfied with my job for the time being 6 7 8 : ;
:) Most days I am enthusiastic about my work 6 7 8 : ;
;) I like my job better than the average worker does 6 7 8 : ;=) I find real enjoyment in my work 6 7 8 : ;
[79]
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating
89/90
SECTION# V
S8,3n7l5D1
2a7,
D12a7,
N.8,a
l
A7,
S8,3n7l5A
7,
6)Because of my or3 load", the stresses of my ) After my work, I usually feel worn out and weary 6 7 8 : ;
C) Usually, I can manage the amount of my work well 6 7 8 : ;
SECTION# VII
S8,3n
7l5D12a7,
D12a7,
N.8,al
A7,
S8,3n7l5A7,
[80]
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7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Mod
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