TRAIT MINDFULNESS AND WORK-SCHOOL OUTCOMES

Michael Andre Rotch

Mindfulness is an emerging topic in industrial-organizational psychology because of its effectiveness in reducing employee stress. Mindfulness may also improve the ability of student employees to manage the work-school interface. The purpose of the study is to investigate the relationships between trait mindfulness, segmentation, conflict, and enrichment in the workschool interface. This study developed and tested a model in which segmentation mediates the relationships between trait mindfulness and work-school outcomes. One hundred and ninety working students participated in an online survey. Path analysis generally supported the hypothesized model, which, with revisions, resulted in excellent fit. Trait mindfulness positively related to the segmentation of both roles. Segmentation of the work boundary was negatively related to school-work conflict and positively related to school-work enrichment; trait mindfulness had significant indirect effects on school-work conflict and school-work enrichment. The hypothesized relationships between segmentation of the non-work boundary with work-school conflict and work-school enrichment were not significant. Limitations include a single time-point of data collection, correlational design, and sample size. Future research should utilize intervention studies with longitudinal designs and test other possible mediators. Mindfulness interventions may reduce school-work conflict and increase school-work enrichment by increasing the segmentation of work.

TRAIT MINDFULNESS AND WORK-SCHOOL OUTCOMES

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TRAIT MINDFULNESS AND WORK-SCHOOL OUTCOMES

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