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  • Conservation of Resources Theory: Student stress and work-family conflict

    Author(s)
    Biggs, A
    Brough, P
    Griffith University Author(s)
    Biggs, Amanda J.
    Brough, Paula
    Year published
    2005
    Metadata
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    Abstract
    This research endeavoured to extend the theoretical basis of the work-family conflict literature by evaluating a specific role-theory Conservation of Resources theory (COR). The premise of COR theory is that conflict occurs when an individual's current resources (support, finances, energies) are exceeded. The impact of COR on conflict, strain, and satisfaction outcomes was tested in a sample of 130 university students. Participants responded to a self-report questionnaire, which included measures of student and family demands, university-family conflict, resource loss and gain, psychological strain, and life satisfaction. ...
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    This research endeavoured to extend the theoretical basis of the work-family conflict literature by evaluating a specific role-theory Conservation of Resources theory (COR). The premise of COR theory is that conflict occurs when an individual's current resources (support, finances, energies) are exceeded. The impact of COR on conflict, strain, and satisfaction outcomes was tested in a sample of 130 university students. Participants responded to a self-report questionnaire, which included measures of student and family demands, university-family conflict, resource loss and gain, psychological strain, and life satisfaction. The results demonstrated that gender, student demands, family demands, and resource gain significantly predicted university-to-family conflict, while gender, family demands, and resource loss significantly predicted family-to-university conflict. The relevance of COR theory within contemporary work-family research, especially the importance of the resource loss and gain constructs, are discussed.
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    Conference Title
    AUSTRALIAN JOURNAL OF PSYCHOLOGY
    Volume
    57
    DOI
    https://doi.org/10.1080/00049530600940008
    Subject
    Psychology
    Cognitive Sciences
    Publication URI
    http://hdl.handle.net/10072/9679
    Collection
    • Conference outputs

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