# Between Class and Career: Applying the Job Demands–Resources Model to Working College Students

## TL;DR

This study explores why working college students consider quitting their jobs, linking factors like stress, support, and work-life balance to their intentions.

## Contribution

The study applies the Job Demands–Resources model to working college students, revealing unique predictors of their intent to quit.

## Key findings

- Burnout, engagement, and work-life conflict significantly predict intent to quit among working students.
- Organizational support and identification reduce burnout and increase engagement, indirectly affecting quit intentions.
- The Job Demands–Resources model effectively explains the behavior of working college students.

## Abstract

The current study assessed organizational and psychosocial factors related to intentions to quit in American working college undergraduates (N = 382; mean age = 19 years; ~80% female). Students were surveyed on organizational scales (e.g., organizational identification, perceived support, work–life conflict, and intentions to quit) and psychosocial scales (e.g., perceived stress, social support, burnout, and mental health conditions). Variables significantly correlated with intent to quit at the bivariate level were included in an exploratory multiple regression model. The results indicated that burnout, engagement, organizational identification, perceived social support, and life–work conflict were uniquely predictive of intention to quit. A subsequent path analysis based on the Job Demands–Resources model revealed a good fit to the student data: demands (i.e., work–life conflict, perceived stress) and resources (organizational support and identification) predicted burnout and engagement, which in turn predicted intent to quit (along with a direct path from organizational support). This model can therefore explain behavior in both traditional and college undergraduate employees. In order to retain these employees, organizations should invest in practices that increase organizational identification and perceived support, as well as initiatives that help students mitigate the increased risks of stress and burnout associated with working while in college.