000			01709nam a22002297a 4500
003			ZW-GwMSU
005			20221108115008.0
008			221108b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100			_aIlies, Remus _eauthor
245			_aExplaining the links between workload, distress, and work–family conflict among school employees: Physical, cognitive, and emotional fatigue. _ccreated by R., Huth, M., Ryan, A. M., & Dimotakis, N.
264			_aSingapore _bAmerican Psychological Association _c2015
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume , number ,
520			_aThis study examined the intraindividual relationships among workload and affective distress; cognitive, physical, and emotional fatigue; and work–family conflict among school employees. Using a repeated-measure, within-person research design, the authors found that work demands and affective distress, as well as cognitive, emotional, and physical fatigue, were associated with experienced work–family conflict. However, the effects of work demands and affective distress on work–family conflict were mediated mostly by participant reports of emotional fatigue when the three types of fatigue were considered together. Importantly, emotional fatigue was associated with both self-reported and spouse-reported work–family conflict. Overall, the results support a resource depletion framework for how workload and job distress in an educational setting can affect work–family conflict.
650			_awork family conflict
650			_aDistress
856			_uhttps://doi.org/10.1037/edu0000029
942			_2lcc _cJA
999			_c160166 _d160166