DEVELOPMENT AND INITIAL VALIDATION OF A MEASURE DESIGNED TO ASSESS CONFLICT ASSOCIATED WITH WORK, FAMILY, AND SCHOOL ROLES
Olson, Kristine J.
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This research project reports on the development and initial validation of a theoretically based measure of conflict between work, family, and school roles. The measure was validated in two studies. Study 1 assessed construct definitions and an initial item pool by subject matter experts. Study 1 also included a pilot study that was designed to evaluate the measurement items with data from 250 participants who combined work, family, and school responsibilities. Three measurement models were evaluated, with a 12-factor model being the model that provided the best fit for the data. Study 2 evaluated the 12-factor model with an independent sample of 250 working college students with family responsibilities. Results from a confirmatory factor analysis yielded a similar factor solution as found in Study 1. Psychometric analyses of the scales indicated that the measurement and structural properties of the 12-factor model were invariant across Study 1 and Study 2. In sum, the two studies assessed the content adequacy, dimensionality, reliability, factor structure invariance, criterion validity, and construct validity of the scale. Taken together, the results of the two studies provide converging evidence of the scales structure and measurement properties. The results indicate that conflict between work, family, and school are effectively measured in terms of directionality of conflict (e.g., work-to-school conflict, and school-to-work conflict) as well as by form of conflict (i.e., time, strain, and behavior based conflict). The final scale provides future researchers with a measure to assess twelve dimensions of conflict between work, family, and school.