| dc.description.abstract | Even as a growing population, college students with children continue to be underrepresented in research. This is unfortunate because compared to their peers without children, they are more likely to leave college without a degree. The purpose of this study was to better understand the experiences of college student parents by examining what factors increase school-family conflict, outcomes of school-family conflict, and potential resources that help alleviate school-family conflict and negative outcomes. Based on the jobs-demands resource model, a new model of resource allocation was proposed such that resources should be divided by domain (e.g., family and school) and would be most beneficial when the resources aligned with the domain of conflict. Results indicated that perceived family demands and perceived academic demands predicted school-family conflict. Outcomes of school family conflict included burnout, decreases in sleep quality, quantity, and family life satisfaction. Beneficial resources included childcare, family monetary support, and family social support. Overall, family resources were found to moderate relationships and could be seen as more beneficial than academic resources. However, having a mentor was rated highly. Practical implications for universities to aid in the success and retention of college students with children are discussed. | en_US |
