Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating Role of Supervisor Support

7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating

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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 &)$*

[1]


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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 &)$*

[2]


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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)

[3]


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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"

[4]


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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!!@@

[5]


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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

[6]


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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

[37]


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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

[39]


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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)

[42]


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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)

[43]


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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)

[44]


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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

[46]


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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


62/90

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)

[53]


63/90

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]


64/90

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)

[55]


65/90

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)

[56]


66/90

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)

[57]


67/90

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


68/90

#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


69/90

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)

'avin, ) F), H -elley, R) F) 6D>C") !he psychological climate and reported ellbeing of

underground miners. An e$ploratory study)"an elations, 81, ;=>Y;C6)

[60]


70/90

'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>)

[61]


71/90

%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

's&cholog&, , 8E>87:)

[62]


72/90

%obfoll, S) #), and Shirom, A) 7EE6") 2onservation of Resources !heory) In R)

'olembies3i #d)", andboo% of rgani9ational ehavior pp) ;>CE") *e 1or3,

*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",

:=>;E;)

%ouse, R) ), Filley, A) 2), H -err, S) 6D>6") Relation of leader consideration and initiating

structure to R and & subordinatesO satisfaction)dinistrative $cience B"arterl&, 6D8E)

[63]


73/90

%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==)

ac3son, S)#) and Schuler, R)S) 6DC;") A Metaanalysis and 2onceptual 2ritique of Research

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)

aramillo F, *i$on, R), H Sams, &) 7EE;") !he effects of la enforcement stress on

organi+ational commitment) (olicing. n nternational Jo"rnal of 'olice $trategies /

anageent, 7C7", 876Y88=)

[64]


74/90

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)

erican Jo"rnal of '"blic ealth,7:, 688=Y68:7)

ourdain, '), H ?]+ina, M) 7E6:") %o psychological stress in the or3place influences

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,

0)M) eds" andboo% of nd"strial and rgani9ational 's&cholog&) (alo Alto, 2A.

2onsulting (sychologists (ress, pp) ;>6 Y =;E)

[65]


75/90

-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,


76/90

-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


77/90

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


78/90

0ip3e, &) ) 7EEE") @or3 study) American &emographics, 77, D6:)

0loyd, 2), -ing, R), H 2henoeth, 0) 7EE7") Social or3, stress and burnout. A

revie)Jo"rnal of ental health, 118", 7;;7=;)

Locke, E. A. (1976). The natue an! cau"e" o# $o% "at&"#act&on. Handbook

of industrial and organizational psychology, 1, 1297'1343.

0uo, 0) 6DDD") @or3 motivation, 7)

Maert+, 2) (), 'riffeth, R) @), 2ampbell, *) S), H Allen, &) ') 7EE>") !he effects of

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


79/90

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


80/90

Muhammad, A) %), H %amdy, %) I) 7EE;") Burnout, supervisory support, and or3

outcomes. a study from an Arabic cultural perspective)nternational Jo"rnal of Coerce

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)

*guni, S), Sleegers, (), H &enessen, #) 7EE=") !ransformational and transactional leadership

effects on teachers/


81/90

(earlin, 0) 6DD8") !he social conte$ts of stress) In 0) 'oldberger H S) Bre+nit+ #ds)",

andboo% of stress 7nd ed), pp) 8E8Y86;") *e 1or3. !he Free (ress)

(eeters, M) 2) @), Montgomery, A) ), Ba33er, A) B), H Schaufeli, @) B) 7EE;") Balancing

or3 and home. %o ") Investigating !urnover Intentions by

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

Jo"rnal of anpo6er, 77>", ==E=7:)

Rahim, M)A), 7E6E",anaging Conflict in rgani9ation8rd ed" 0ondon. 9uorum Boo3s)

Rees, !), H Freeman, () 7EED") Social support moderates the relationship beteen stressors

and tas3 performance through selfefficacy)Jo"rnal of $ocial and Clinical 's&cholog&, 2:,

7:;7=:)

Ri++o, ) R), %ouse, R) ) H 0irt+man, S)I), 6D>E", Role 2onflict and Ambiguity in 2omple$

5rgani+ations)dinistrative $ciences B"arterl&, 6;7", pp 6;E6=8)

Rhoades, 0), H #isenberger, R) 7EE7") (erceived organi+ational support. a revie of the

literature)Jo"rnal of applied ps&cholog&, C>:", =DC)

Rothbard, *) () 7EE6") #nriching or &epletingJ !he &ynamics of #ngagement in @or3 H

Family Roles)dinistrative $cience B"arterl&, :=, =;;=C)

[72]


82/90

Rothstein, &) S) 7EE>") %igh school employment and youthsO academic achievement) +he

Jo"rnal of "an eso"rces, 6D:768)

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)

Rosen+eig, M) R) 6DDE") (opulation groth and human capital investments. theory and

evidence)Jo"rnal of 'olitical cono&, S8CS>E)

Sahlins, M) 6D>7") Stone age economies) *e 1or3. Aldine)

Sager, ) -), Futrell, 2) M), H ?aradara


83/90

Seers, A), Mc'ee, ') @), Serey, !) !), H 'raen, ') B) 6DC8") !he interaction of


84/90

!eas, 0) -) 6DC8") Supervisory Behavior, Role Stress, and the ob Satisfaction of Industrial

Salespeople)Jo"rnal of ar%eting esearch, 20, C:D6)

!ett, R)() and Meyer,)() 6DD8) ob satisfaction, organi+ational commitment, turnover

intention and turnover. (ath analyses based on meta analytic findings) 'ersonnel 's&cholog&,

:=,7;D7DE)

!hirapatsa3un, !), -untonbutr, 2), H Mechinda, () 7E6:") !he Relationships among ob

&emands, @or3 #ngagement, and !urnover Intentions in the Multiple 'roups of &ifferent

0evels of (erceived 5rgani+ational Supports)=niversal Jo"rnal of anageent, 2>", 7>7

7C;)

!och, %) 7EE7") $tress in 'olicing, @ashington, &2. American (sychological Association)

!yagi, ()-) and @otruba, !)R) 6DD8") An e$ploratory study of reverse causality relationships

among sales force turnover variables)Jo"rnal of the cade& of ar%eting $cience , 76, 6:8

6;8)

?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]


85/90


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]


87/90

Da R263n!n8,

I am a student of Riphah International University and doing this survey as I am or3ing on

this pro


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]


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]

7/26/2019 Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Mod

Documents

Impact of Work-Study Conflict on Job Satisfaction, Presenteeism, Burnout and Turnover Intentions with Moderating Role of Supervisor Support