Abstract

The purpose of this research is to explore the experiences of working students at both work and school domains by investigating how demands from the two domains interfere with one another, and how personal resources affect those domains. The main theoretical framework of this thesis is the Job Demands-Resources model (JD-R). I hypothesized that work/school time pressure positively predicts work/school emotional exhaustion and work/school engagement, and that work-school conflict partially mediates the two relationships. I further hypothesized that dispositional mindfulness moderates the relationship between work/school time pressure and work-school conflict. These hypotheses were tested in a correlational study with on through an online survey. Data was collected from the Management Department undergraduate subject pool (N = 152) at John Molson School of Business, Concordia University. In terms of the results, work/school time pressure was found to be positively related to work/school emotional exhaustion but not work/school engagement. Work-school conflict was found to mediate the relationship between time pressure and emotional exhaustion but not the relationship between time pressure and engagement. Finally, dispositional mindfulness was not found to have a moderating effect on the relationship between work/school time pressure and work-school conflict. I discuss the theoretical and practical implications of the findings.