Measuring School–Family Conflict and Enrichment in University Student Parents: A Measurement Validation Study

Rhijn, Tricia van; Acai, Anita; Lero, Donna S.

doi:10.7202/1057131ar

Cited by 3 publications

(4 citation statements)

References 31 publications

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“…To measure LFC, we used five items from the Copenhagen Psychosocial Questionnaire (COPSOQ; [ 30 ]) and adapted items to the learning context [ 18 ]. A sample item is “The demands of my learning interfere with my home and family life.” Items were answered on a 5-point scale ranging from 1 ( strongly disagree ) to 5 ( strongly agree ).…”

Section: Methodsmentioning

confidence: 99%

“…What is missing in this line of research is an explanation why particularly time is a crucial factor of commuting that drives effects. We complement existing research by focusing on the role of learning-family conflicts ( LFC ) to explain why commuting is associated with poor health [ 8 , 18 ]. LFC is closely linked to the aspect of commuting time since time spent on the commute is interfering with potential family time; thus, causing potential conflicts between the domain family and university.…”

Section: Introductionmentioning

confidence: 99%

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A three-wave longitudinal study on the relation between commuting strain and somatic symptoms in university students: exploring the role of learning-family conflicts

Diebig

Forthmann

et al. 2021

BMC Psychol

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Background We examine the role of learning-family conflicts for the relation between commuting strain and health in a sample of medical university students. The first goal of the study was to investigate the mediating role of learning-family conflicts. The second goal was to extend the temporal view on relations between study variables. Therefore, we differentiated long-term systematic change among variables over a period of two-years from a dynamic perspective with repeated commuting events on the individual level of analyses. Methods We applied a multilevel research design and collected survey data from 128 medical students on three points in time (N = 339 measurement points). Participants informed about commuting strain, learning-family conflicts, somatic symptoms, as well as commuting distance and time. Results Bayesian multilevel analyses showed that results differed with regard to level of analysis: while learning-family conflicts mediated the relation between commuting strain and somatic symptoms on a systematic aggregation-level perspective of analysis (indirect effect estimatebetween = 0.13, SE = .05, 95% CI [0.05; ∞), Evidence Ratio = 250.57), this was not the case on the dynamic event perspective (indirect effect estimatewithin = 0.00, SE = 0.00, 95% CI [− 0.01; ∞), Evidence Ratio = 0.84). Conclusions We demonstrated that learning-family conflicts explain why commuting may have unfavorable effects on health for medical students. We also showed that it is the long-term commuting experience that is related to health complaints and not the single commuting event. This means that short-term deviations from general levels of commuting strain do not cause somatic symptoms, but general high levels of commuting strain do instead.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A three-wave longitudinal study on the relation between commuting strain and somatic symptoms in university students: exploring the role of learning-family conflicts

Diebig

Forthmann

et al. 2021

BMC Psychol

View full text Add to dashboard Cite

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“…SFC was measured using 6 items from the Work–Family Conflict Scale (Carlson et al, 2000) that were adapted for use by van Rhijn et al (2018). The Adapted and Abbreviated Scale comprises 3 items from each of two subscales: (a) time-based school interference with family and (b) strain-based school interference with family.…”

Section: Methodsmentioning

confidence: 99%

The Relationship Between Perceived Discrimination and School/Work–Family Conflict Among Graduate Student-Parents

Dolson

Deemer

2020

Journal of Career Development

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Work–family conflict (WFC) is commonly experienced by individuals who have roles in both the work and family domains including graduate students with children and/or dependents. Graduate student-parents have the additional strain of school, which can contribute to school–family conflict (SFC) as well. The purpose of this study was to examine whether burnout mediates the deleterious effects of parent-based discrimination on work- and family-related outcomes. We used a mediation modeling design to test whether the distal effects of such bias occur due to increased levels of burnout. Results indicated that burnout mediated the relationship between perceived discrimination and SFC and WFC. The control variables of gender, number of children, year in academic program, and residency status did not significantly predict burnout, SFC, or WFC. Practical and clinical implications are discussed in addition to suggestions for future research.

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“…One of the main causes of these disputes is communication issues brought on by differences in parenting viewpoints and educational approaches, which is why it's critical to enhance communication channels (Guo & Mohan, 2008). Furthermore, it's necessary to acknowledge the expectations of the parents of the pupils, ascertain the difficulties they encounter, and devise workable solutions (Rhijn et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

A Critical Incident Analysis of Parent-School Administrators' Conflicts in Primary Schools

Özsoy,

Tabancalı

2024

International Online Journal of Primary Education

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Examining the disputes that arise between parents, teachers, and students is the goal of this study. The study, which was carried out at the primary school level, where parent-child interaction is high, employed the critical incident analysis method. The typical sampling method was used to select participants for the study, and school principals were required to have at least 5 years of managerial experience. As a part of this research, interviews were conducted with 10 elementary school principals working in the Tuzla district of Istanbul. A semi-structured form, prepared by the researchers in consultation with experts, was used as a data collection tool. As a result of the interviews, themes were identified relating to "reasons of conflict," "conflict resolution methods," "end of conflict," and "impact and change of conflict." Effective communication, active listening, valuing others, seeking support, and displaying a firm stance were identified as conflict resolution methods. The conflicts affected school principals emotionally and influenced them to behave more professionally. The study's conclusions include that school principals should receive training in communication skills, have their legal standing reinforced, and become more professional. Given the critical importance of managing conflicts in educational settings, recommendations for researchers are offered.

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Measuring School–Family Conflict and Enrichment in University Student Parents: A Measurement Validation Study

Cited by 3 publications

References 31 publications

A three-wave longitudinal study on the relation between commuting strain and somatic symptoms in university students: exploring the role of learning-family conflicts

A three-wave longitudinal study on the relation between commuting strain and somatic symptoms in university students: exploring the role of learning-family conflicts

The Relationship Between Perceived Discrimination and School/Work–Family Conflict Among Graduate Student-Parents

A Critical Incident Analysis of Parent-School Administrators' Conflicts in Primary Schools

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