國立中山大學學位論文典藏.PDF

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1 立理論 / 力 The study of working MBA students job/family stress and time allocation: a comparison between Taiwan and the USA 年

2 論年度 94 1 立理論 ( ) 力論 ( ) The study of working MBA students job/family stress and time allocation: a comparison between Taiwan and the USA 類論數 54 Tai, Shih-Min ( ) ( ) H Jason Huang ( ) ( ) G Gary Hu, Showing Young

3 2006 年 1 I

4 臨了力行了力力力力數異數數兩異 UHCL 1.. 力力力兩數 2.. 力力女力力力都 3.. 了年來女立年 7 不異 4. 力力力力力力力不力力理力力力 II

5 Abstract This paper is a follow-up study about working students job stress, family stress, and time allocation based on Tsai(2004) and Shian(2001) s studies. Job stress, family stress, and time allocation are found differing among working students of different gender and family life cycles. We further study the interaction caused by these two independent variables. In this paper, we also set nationality as another independent variable to compare the different characteristics between Taiwan and the USA. Several important findings as following: 1. Exercise time is a critical variable to discriminate high-stressed and low- stressed group. In the USA sample we also find gender and needs of taking time off from work to school are indicators, and marriage status in the Taiwan sample. 2. Job and family stress are influenced by the interaction between gender and nationality. American females have higher family stress than males. Taiwanese males have higher job and family stress than American males. 3. Time allocation is influenced by the interaction between gender and family life cycle, and the interaction between nationality and family life cycle. Before children growing up, females time resource has been occupied by chore and baby-sitting, which decreases working and leisure time. Parents in Taiwan spend more time taking care of their 7~17 years old children than Americans do. After their children reaching age 7, Taiwanese working students stop working too long and exercise more. 4. Work time decreases exercise time and time for family in the Taiwan sample, on the contrary work tome doesn t correlate with family and exercise time in the USA sample, which suggests that Taiwanese working students may need to learn how to deal with job stress/overworking, and how to manage time resource better. Key words: Working Student, Job Stress, Family Stress, Time Allocation III

6 錄. i...ii Abstract.iii 錄...iv 錄...vi 錄.viii 論力力數數力力數理 IV

7 力力力異...33 異...36 論 44 參.. 48 錄 51 V

8 錄 3-1 料數數力數力數力理力理力數異力異力數理量 MANOVA 理 ANOVA ANOVA ANOVA 量 MANOVA 理.38 VI

9 4-16 ANOVA ANOVA ANOVA ANOVA / 力...43 VII

10 錄力 ABC-X 力力..35 VIII

11 論識念不立不臨了年 39 行 92 年 2001 年年 31 女 26 見了更了力力兩力數了 Greenhaus & Beutell, 1985; Duxbury & Higins, 1991; Frone et al, 1992 Herman & Gyllstrom, 1977; Pleck et al., 1980; Bohen & Viveros-Long, 1981 數力異力力來蘭 2001 理力力力數力數異力不 1

12 六行 1-1 讀立讀數數料年 9 10 UHCL 兩力 UHCL 精 / 老度 CPHS Committee for the Protection of Human Subjects 便利 2004 年兩料數數 20 立行異料六論料論讀力力 - 臨了力力數數數數論更見 2

13 不力力異 MANOVA 狀數數力力異力力力力異力 ANOVA 數力讀兩料論 1-1 3

14 說立 / 理 20 了力力力力數 17 數列兩說力力行立不都北異度料行論度理度數了了 24 20~22 行不數兩不力力數力數不理行力 4

15 不數理 / 力異數數力異不念不數數行理論行例行 5

16 力力 Jamal 1990 力臨度理力 Kahn & Quinn 1970 力來令 Gupta, 1979 Mos 1986 力 Huang, 2004 力理理裂離若力不良 Jamal, 力力力異不狀李 1998 離狀力葉 1999 力理理狀陸洛 1997 理了力理論力連歷力歷更立力不不異歷異力異歷不力力歷異陸洛

17 力 2-1 力力連力力不力度異力歷異了力歷復狀力力力力度理不了了力理論力立論力歷力理行略勞 2-1 力陸洛 1997 力理論 Hill 1958 ABC-X A B C 7

18 X 不李玲林 1994 A 力不令不力 B 力臨力不力力 B Mckenry Price 1944 列麗李 1999 ( ) 狀狀理 ( ) 力力力力 ( ) 力力復 C 力力臨 X 若力力 1982 年 Mccubbin Patterson Hill ABC-X 了列 ABC-X 2-2 說李 1989 aa 累力 8

19 數力不行累不良 bb 利力 cc 力力力力 C 不力了力 xx 力累力不都說不良切復 2-2 ABC-X Mccubbin & Patterson, 1982 李

20 - Kahn 兩不力 Greenhaus Beutell 1984 理了 - 不句說狀句說狀力都 - 行行不行不行來不歷 Lambert 1990 理論 - 不理論 the segmentation theory 立行度行度來兩領兩領不 10

21 理論 the compensation theory 不度度 spillover view Lambert 1990 理論來理論了領領了度行度精力參 Duxbury & Higgins, 1991 理論 development perspective approach 度來 Gallos, 1989; Sekaran & Hall, 1989; Lambert, 1990 不理論理論理論兩領理論連女不 / 不不連理論了理 / 來索 / Yuen,

22 - Duxbury & Higins 異行 Duxbury & Higgins 1991 Greenhaus & Beutell 1985 女 - 度 - 度女 Frone et al 1992 不異林 1994, 年女數度 - 36~45 歷 - - Herman & Gyllstrom, 1977) - - Bohen & Viveros-Long, Beutell & Greenhaus, 1980; Greenhaus & Kopelman, 1981; Pleck et al., Cartwright, 1978; Keith & Schafer, 1980 Keith & Schafer 1980 女 - 度數女 - Greenhaus & Kopelman, 1981; Pleck et al., 1980 不 - Greenhaus & Kopelman, 1981 Beutell & Greenhaus 1983 行降女 Beutell & Greenhaus 1982 女 - 12

23 念來 Googins 1991 Huang, 2004 Meyer Brightbill 1969 類飯樂 1983 女 Juster & Stafford ( ) 類 2004 數類理讀錄旅行 2000 年 15 13

24 年參見年年 55 年女女兩異女女勞力參率女女參率 63.6% 六率 35% 度利 72.2% 兩率異年度率 58.4% 度六行 76 年 79 年 83 年行 93 年行六 4 年 93 年年年 11 若岀 43 更更 4 10 六

25 年六 4 年年年六年年 12 六率率兩率六 1.5 數女率參參年略 2 女參 3 9 參 2 六年六年 3 年論六 15

26 15 24 年度論六度度降老年六年 2 1 六 5 3 六 22 女 19 4 年不女 3 六 27 女 5 32 女 9 年度犠來更不年度率若更犠來不若年兩年犠來更率年率度犠來更率度降率年没樂 16

27 23.34 没來不年率没樂不年兩年没樂率力老年不力不年年率度力率不不年 65 老年率度年年年 65 老年年年年率率年臨度不 2.03 不年率年 45 度年 17

28 2-3 行

29 料 UHCL: Univ. of Houston-Clear Lake 行數力力 Greenhaus Beutell 行蘭 2001 了力力力力數列數 Greenhaus & Beutell, 1985; Duxbury & Higins, 1991; Frone et al, 1992 Herman & Gyllstrom, 1977; Pleck et al., 1980; Bohen & Viveros-Long, 1981 力力數異了力數異數力力異力力力力力數料異力力數

30 數力力力力力料年狀狀

31 數數 2004 料力行錄料數了年狀狀 18 來料數 2. 年年 2. Professional work experience: years 4. 不 4. Do you need to take time off from work for school weekly? No Yes, about hours/week Travel/commute time from home or work place to campus, one-way: minutes 6. 狀 ( ) 6. Work Status: Full time job Part time job Full time student (If full time student, ignore #7,8,9) 8. ( ) 8. Position: Non-management Supervisor Middle management Executive/business owner Average hours worked per week: hours 10. 年 10. Age: 11. 女 11. Gender: Female Male 12. 狀 Marital Status: Married Single/Divorced (If Single/Divorced, ignore #13) 21

32 3-1 料數 ( ) 13. 若 / / 13. If married, does your spouse have a job? Yes No 14. 女數年老老老老 14. Number of children: Please write down their ages: 17. 不 ( 18 ) 17. Do you live with your parents or guardians? Yes No(If no, ignore#18) 數了六數行數數數 Please estimate the daily average time spent on the following activities: Sleeping: hours/day (Ex. 8, 9.5, 10 hours) Housework: hours/day Work, during the weekdays: hours/day Child care(if no children, then ignore this question) : hours/day Exercise: hours/day. If you don t exercise daily, how many hours do you exercise per week: hours/week Class work, excluding the time spent in class: hours/day 22

33 力力數李 1 5 不 strongly disagree 不 disagree 見 neutral agree strongly agree 力數 10 力力數 I can drop out of school temporarily in order to work I have too much on my mind at night so I have difficulty falling asleep. 3. 精神力不 3. When I am at work, I m not alert I often suffer from headaches and stomachaches My supervisor believes that my pursuit of a higher education will decrease my commitment to my work. 6. 利 6. I often need to use work time to prepare for my classes. 7. 來 7. I am often unable to attend class I may need to take time off from work to catch up on homework or to study for a test. 9. 了率降了 9. Because of the demands of my work and school, my work efficiency has declined. 10. 念暴 10. Since beginning university classes, my mood has become more irritable. 23

34 3-4 力數 After work, I have plenty of time to prepare for class. 2. 理 2. I have a lot of family responsibilities My family members have complained to me about the lack of time I spend with them. 4. 女 4. Doing housework is a woman s job My children cause me to be unable to concentrate on my schoolwork I have considered hiring someone to help with housework Domestic responsibilities cause me to feel frustrated I need to sacrifice sleep to prepare for class. 9. / / 9. I will ask my spouse or family to help share the housework. 10. 念 10. I feel that I don t have much time to look after my children It hurts that no one helps me with the housework. 12. 都諒 12. My family is sympathetic to my current situation. 24

35 2003 料留 20 漏年 10 CPHS Committee for the Protection of Human Subjects 便利率 42% 97 率 77% 205 理女 86(42%) 53(55%) 33(31%) 119(58%) 44(45%) 75(69%) 狀 141(69%) 57(59%) 84(78%) 64(31%) 40(41%) 24(22%) 91(44%) 54(56%) 37(34%) 114(56%) 43(44%) 71(66%) 91(44%) 55(57%) 36(33%) 31(15%) 5(5%) 26(24%) 理 49(24%) 13(13%) 36(33%) 理 / 老 9(4%) 2(2%) 7(6%) 25

36 力力數理數力力力力數量行數力 KMO 行 communality 異量 51.60% Cronbach s α 逹力理力理精神力不利了率降了力 Cronbach s α = = 2.06 異量 = 51.60% 力 KMO 行異量 51.74% Cronbach s α 逹度力理

37 4-2 力理理力 Cronbach s α = = 4.50 異量 = 51.74% 27

38 力行力力行 cluster 力異異 K-means hierarchical Ward s method Between-groups linkage 行異數數 (1) 理若異 (2) 力異 (3) discriminant analysis 度理論數行識識率 100% 4-3 理 ANOVA 識率力數都異不狀識率 K-means 異類識率 K-means 兩 100% K-means 兩 4-3 K-means - - 數 /94 61/55/89 142/63 117/63/25 12/193 12/109/84 ANOVA 識率 100% 98% 91.2% 89.3% 89.8% 92.2% 28

39 力 K-means 兩力異力力力都力力力數異數力 ** 力 ** 力力 ** p-value < 0.01 * p-value < 0.05 力數異理 4-5 力異力 2.16 力 3.5 年年數數兩異力數異力異力 1.21 力 2.56 年年異力年 39.2 力 37 力年年力 12 年 4-5 力異力力 ** 年 ( 年 ) 數

40 4-5 力異 ( ) 力力年 ( 年 ) 數力力 ** 年 * ( 年 ) * 數立力數狀都理力數理 /P /P /P / / * / 狀 / / / * / / / / / * / / / / / / / * / \ \ 30

41 力數力料 4-7 力女 67% 女 53% 力 70% 力數更力 94.55% 不力 73.17% 78.57% 力力狀料 4-8 力了 87.5% 力 67.31% 70.83% 力 59.15% 力力了 75% 62.16% 力理不力力 4-7 女 Total 力 25(45.45%) 30(54.55%) 55(100%) 力 28(66.67%) 14(33.33%) 42(100%) Total 53(54.64%) 44(45.36%) 97(100%) Total 力 52(94.55%) 3(5.45%) 55(100%) 力 30(73.17%) 11(26.83%) 41(100%) Total 82(85.42%) 14(14.58%) 96(100%) 31

42 4-8 狀 Total 力 49(87.5%) 7(12.5%) 56(100%) 力 35(67.31%) 17(32.69%) 52(100%) Total 84(77.78%) 24(22.22%) 108(100%) Total 力 14(25%) 42(75%) 56(100%) 力 23(44.23%) 29(55.77%) 52(100%) Total 37(34.25%) 71(65.75%) 108(100%) 32

43 力異了力異數兩數力行異數力力數不 7 7~17 年數力力數兩數行量 MANOVA 4-9 數行 ANOVA 理女力女力力都異力力都女力力都異數行 ANOVA 力力都異 7 力 7 7 力量 MANOVA 理量 MANOVA- 數 * * * * * *

44 4-10 ANOVA 1 ANOVA 1 = 數數力力 ** 女 > = 數數力力 ANOVA 2 ANOVA 2 = 女數數力力 = 數數力 * > 力 ** > 4-1 力 34

45 4-2 力 4-12 ANOVA 力數 ANOVA ** 7 > 7 力 ** 7 > 35

46 異行數數 4-13 理不了 ** 8.8 ** ** 0.3 ** ** 1.8 ** ** 1.5 ** 理都都都 36

47 ** ** ** \ * \ \ ** \ \ \ \ \ \ \ ** ** ** ** \ * \ \ \ \ \ \ \ \ \ * * ** \ ** ** \ \ \ \ \ \ \ \ \ 1 ** p-value < 0.01 * p-value <

48 來數不立數數行量 MANOVA 理 4-15 行 ANOVA 理女不 7 不 7 7~17 女不 7 女 7~17 女年女 4-15 量 MANOVA 理量 MANOVA- 數 * * * * * * ** 4-16 ANOVA 1 ANOVA 1 = 女數數

49 4-16 ANOVA 1 ( ) ANOVA 1 = 女數 ** 不 7 > = 數數 * 不 7 > 7~ ANOVA 2 ANOVA 2 =0 數數 * > 女 =1 數數 ** > 女 ** 女 > ** 女 > 39

50 4-17 ANOVA 2 ( ) ANOVA 2 =2 數數 * > 女 ** 女 > =3 數數 ** > 女不 7 年年不 7 7~17 都年 40

51 4-18 ANOVA 3 ANOVA 3 = 數數 ** 不 7 > = 數數 * 年 > ** 年 > ANOVA 4 ANOVA 4 =0 數數 ** > ** > ** > ** > 41

52 4-19 ANOVA 4 ( ) ANOVA 4 =1 數數 ** > * > ** > ** > =2 數數 * > * > =3 數數 * > 力力理 4-20 力力力力 42

53 力力 4-20 / 力力力力力力力 ** ** ** ** ** * * ** ** *

54 論力力力兩力力力力力異力 2.16 力 3.5 力 70% 力 80% 力年數力異力例來 70% 力力力力年 39.2 年年力年都力力力力異不女力不力異兩力力異女力力力都異 7 力 7 不 7 力力不 7 力 44

55 力不 7 女力力都都都都了不女女不 7 不 7 不論女來女不 7 女 45

56 女 7~17 女女年女了年來女不 7 來年年都不 7 都 7~17 年立年 7 不異力力力力力力力力力不力六力異年年女 46

57 7 女 7 7 年年年不不都了了不了力力不力理力 47

58 參力離省例立論 2. 行 1994 年 3. 行 2001 年 4. 行年 5. 李 1989 離立論 6. 李 1998 女力立北論 7. 李玲林 1994 力理北 8. 麗李 1999 北 9. 陸洛 1997 力歷理論理力立論葉 1999 力立論離 48

59 陸例立理論立例立理論 14. 蘭 2001 略立論 1. Beutell, N.J., & Greenhaus, J.H Some sources and consequences of interrole conflict among married women. Proceedings of the Annual Meeting of the Eastern Academy of Management, 17: Beutell, N.J. & Greenhaus, J. H Interrole conflict among married women: The influence of husband and wife characteristics on conflict and conflict and coping behavior. Journal of Vocational Behavior, 21: Beutell, N. J. & Greenhaus, J.H Integration of home and non-home roles: Women s conflict and coping behavior. Journal of Applied Psychology, 68: Bohen, H.C., & Viveros-Long, A Balancing jobs and family life: Do flexible work schedules help?. Philadephia: Temple University Press. 5. Cartwright, L.K Career satisfaction and role harmony in a sample of young women physician. Journal of Vocational Behavior, 12: Duxbury L.E. & Higgins C.A Gender difference in work-family conflict.journal of Applied Psychology, 76(1): Frone, M.R., Russell, M., & Cooper M.L Antecedents and outcomes of work-family conflict: Testing a model of the outcomes of work-family interface. Journal of Applied Psychology, 77(1): Googins, Bradley K Work/Family Conflicts. New York: Auburn House. 49

60 9. Greenhaus, J. H. & Kopelman, R. E Conflict between work and non-work roles: Implications for the career planning process. Human Resource Planning, 4(1): Greenhaus, J.H., & Beutell, N. J Sources of Conflict Between Work and Family Roles, Academy of Management Review, 10(1): Gupta, N. & Beehr, T. A Job Stress and Employee Behavior. Organizational Behavior and Human Performance, l(23), Huang, Jason Working student and time use in Taiwan. Work time/life times: Managing multiple rolesin the 21 st century. Victoria: Deakin University. 13. Herman, J. B. & Gyllstrom, K. K Working men and women: Interand intra-role conflict. Psychology of Women Quarterly, 1: Jamal, M Relationship of Job Stress and Type-A Behavior to Employees' Job Satisfaction, Organizational Commitment, Psychosomatic Health Problems, and Turnover Motivation. Human Relations, 43(8): Kahn, R.L., Wolfe, D.M., Quin, R., Snoek, J.D., & Rosenthal, R. A Organizational Stress: Studies in Role Conflict and Ambiguity. N.Y.: Wiley. 16. Keith, P., & Schafer, R Role strain and depression in two-job families. Family Relations, 29: Lambert, S.J Processes Linking Work and Family: A Critical Review and Research Agency, Human Relations, 43: Pleck, J Work and the family system. New York: Free Press. 19. Yuen, C.C The Effects of Career Salience and Life-Cycle Variables on Perceptions of Work-Family Interfaces. Human Relations, 48(3):

61 錄 Dear participant: This questionnaire is to observe student s ability to manage time among work, school, and family. It would takes approximately 20 minutes to participate. You will be asked to rate feelings about the allocation of time between Personal and Professional Demands. Demographic information such as age and gender are also requested. For every question below, please check the appropriate box or fill in a number that best reflects your situation. All responses to the information requested by this questionnaire are anonymous. Thank you for your participation. Faculty Sponsor: Huang, Jason, Ph.D. White, Louis, Ph.D. Student Researcher: Tai, Tristan PART I 1. Please estimate the daily average time spent on the following activities: Sleeping: hours/day (Ex. 8, 9.5, 10 hours) Housework: hours/day Work, during the weekdays: hours/day Child care(if no children, then ignore this question) : hours/day Exercise: hours/day If you don t exercise daily, how many hours do you exercise per week: hours/week Class work, excluding the time spent in class: hours/day 2. Since beginning your university studies, have you had significant gains/losses in the following: (Please check the appropriate box.) Great Loss Slight Loss No Change Slight Gain Great Gain Family Time Work Time Sleep Time Leisure Time Income Personal Health 51

62 PART II Strongly Disagree Disagree Neutral Agree Strongly Agree 1. A person s educational degree is an important criteria used to measure her/his ability. 2. The time and money spent obtaining an advanced degree are worthwhile. 3. As long as personal circumstances and abilities allow, I will continue the pursuit of higher education. 4. Most people believe that the higher the education, the greater the knowledge. 5. A high level of education will help advance my career. (Ex: higher position, higher salary.) 6. A high level of education can improve one s social status and influence among colleagues. 7. I must complete my degree within the allotted time. 8. I may need to drop out for a semester. 9. To focus on my school work, I could temporarily quit my job. 10. The classes offered by the university are beneficial to my current job. 11. I don t need to receive high grades as long as I can graduate. 12. I often wish that I had more time to prepare for class. 13. I can drop out of school temporarily in order to work. 14. I have too much on my mind at night so I have difficulty falling asleep. 15. When I am at work, I m not alert. 16. I often suffer from headaches and stomachaches. 17. My supervisor believes that my pursuit of a higher education will decrease my commitment to my work. 52

63 PART II Cont Strongly Disagree Disagree Neutral Agree Strongly Agree 18. I often need to use work time to prepare for my classes. 19. I am often unable to attend class. 20. I may need to take time off from work to catch up on homework or to study for a test. 21. Because of the demands of my work and school, my work efficiency has declined. 22. Since beginning university classes, my mood has become more irritable. 23. After work, I have plenty of time to prepare for class. 24. I have a lot of family responsibilities. 25. My family members have complained to me about the lack of time I spend with them. 26. Doing housework is a woman s job. 27. My children cause me to be unable to concentrate on my schoolwork. 28. I have considered hiring someone to help with housework. 29. Domestic responsibilities cause me to feel frustrated. 30. I need to sacrifice sleep to prepare for class. 31. I will ask my spouse or family to help share the housework. 32. I feel that I don t have much time to look after my children 33. It hurts that no one helps me with the housework. 34. My family is sympathetic to my current situation. 53

64 PART III 1. Department : Graduate Undergraduate Non-degree Program U.S. citizen International Student (nationality: ) 2. Professional work experience: years I ve been attending UHCL since: 3. Credits taken this semester: 4. Do you need to take time off from work for school weekly? No Yes, about hours/week 5. Travel/commute time from home or work place to campus, one-way: minutes 6. Work Status: Full time job Part time job Full time student(ignore #7,8,9) 7. Occupation: Manufacturing Service Banking Aerospace Energy. Agriculture/Fisheries Government/Military/Educational 8. Position: Non-management Supervisor Middle management Executive/business owner 9. Average hours worked per week: hours 10. Age: 11. Gender: Female Male 12. Marital Status: Married Single/Divorced/Widowed(ignore #13) 13. If married, does your spouse have a job? Yes No 14. Number of children: Please write down their ages: 15. For household duties and child care, do you: Take complete responsibility Take some responsibility Take little responsibility Take no responsibility. 16. Health status: Very poor Poor Normal Good Very good 17. Do you live with your parents or guardians? Yes No(If no, ignore#18) 18. Does living with your parents or guardians give you more or less time for your work or school: Much more More No change Less Much less 54

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untitled 年力 12 劉林李蘭 ( 六 ) 來說列 (A) (B) (C) (D) 1. 91 年 5 六 59 1 5 行 9 行老車老 2. 59 2 A C 3. 說六欄不 4. 6 例例 C 說量料女利行念切念不 (C) 說行不參 (A) 說年力 24 林寧療不行了來不狀靈列寧療精神 (A) (B) (C) (D) 1. 見