Literaturnachweis - Detailanzeige
Autor/inn/en | Cinamon, Rachel Gali; Weisel, Amatzia; Tzuk, Kineret |
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Titel | Work-Family Conflict within the Family: Crossover Effects, Perceived Parent-Child Interaction Quality, Parental Self-Efficacy, and Life Role Attributions |
Quelle | In: Journal of Career Development, 34 (2007) 1, S.79-100 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0894-8453 |
DOI | 10.1177/0894845307304066 |
Schlagwörter | Self Efficacy; Conflict; Child Rearing; Interaction; Parents; Family Work Relationship; Parent Child Relationship; Parent Role; Holistic Approach; Adults; Foreign Countries; Jews; Questionnaires; Career Development; Israel |
Abstract | To better understand the work-family interface within the family domain, this study investigated crossover effects of two types of work-family conflict among 120 participants (60 married couples), these conflicts' relations with parental self-efficacy and perceived quality of parent-child interaction, and the contribution of attributions of importance to life roles on variance in these two parental outcomes. Results indicated complementary correlations between men's and women's conflicts. That is, work[right arrow]family conflict of one spouse was positively correlated to family[right arrow]work conflict of the other spouse. Both types of conflict were negatively correlated with parental self-efficacy and perceived quality of parent-child interaction. Parents' sense of self-efficacy in their parenting role was associated with the higher value they attributed to that role and to the dual role of working parent, and with the stronger sense of commitment to the parenting and dual roles. Theoretical and practical issues are discussed. (Contains 3 tables.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |