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Work and University Life
Rachel Keller (Advisor: Mark Pancer)
Wilfrid Laurier University Undergraduate Psychology Thesis
Abstract
University students today are putting a great deal of time into paid employment; 48% of full time
students worked approximately 15 hours a week in the 2008 to 2009 school year. The amount of
time students spend working, and the nature of their experience at work can be expected to spill
over into other areas of their lives, including their life at university. The present study examined
the hypothesis that the more positive a student’s work experience, the more successfully that
student would adjust to university life. One hundred participants, all of whom had a paying job,
completed an online questionnaire which included measures of the nature of their work
experience (positive or negative), adjustment to university, self-esteem, stress and depression. As
hypothesized, the more positive students’ experience in the workplace, the more successfully
they adjusted to university (r(43)=.387, p=.009).

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Introduction
The first year of university is a time that is a lot more stressful than many students expect.
Emerging Adulthood, a developmental period coined by Arnett (2000), describes people that are
approximately ages of 18 to 25. This period is marked by great change, as individuals have
newfound independence, yet they are not required to fully take on adult roles. During this time
emerging adults often explore different life directions, as a number of possibilities still remain. It
is a period accompanied by a lot of instability and a great deal of exploration and change.
During emerging adulthood there is often an increase in perceived stress, risky behaviors,
suicide rates, and mental health service utilization (Arnett, 2000). The shift away from home and
into college during this period is very common, with about one third of young adults making this
transition. However between 30-43% of students drop out of college before they actually
complete their degree, with attrition rates approximately 20% in the first year (Tinto, 1993). The
variables that predict a successful transition to college are therefore extremely important to
examine. In recent decades suicide rates and mental health utilization rates among college-
students have increased dramatically (Sax, 1997; Schwartz, 2006). There is great variance in the
decision to drop out of college, however a number of studies have found that academic and
social adjustment account for this variation (Gerdes & Mallinckrodt, 1994). As well, difficulty
with social adjustment has been linked to persistent loneliness, anxiety, and depression (Mounts,
Valentiner, Anderson, & Boswell, 2006).
There are a number of tasks that student’s partake in, some as mundane as doing their
own laundry, or complex tasks such as finding meaning in life and deciding a career path
(Bowman, 2000). The ability to cope with these new tasks can be challenging for students; some
people face these new challenges and cope easily, while others have more difficulties (Bowman,

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2000). There are a number of factors that have been suggested that influence the way in which
student’s deal with these challenges and adjust to university.
Shifts in family relationships have been suggested as a reason that people struggle
through this transition (Johnson, Gans, Kerr, & LaValle, 2010). Perceptions of family
functioning have been linked to adjustment to university (academic, social and emotional well-
being). Individuals that perceived their families to be less cohesive before beginning college
report poorer academic adjustment, more dissatisfaction with social adjustment and more general
psychological distress while they transition to college (Johnson et al., 2010). Interactions with
other people have also been suggested to play an important role. Those that have hostile or
negative interactions have decreased psychological well-being, while those that form meaningful
relationships show higher psychological well-being (Bowman, 2000).
People have considered a number of factors that might account for differences in
students’ adjustment to university; however there has been relatively little consideration of the
fact that many of these students are working. It is common for people during this time period to
use their work experiences as preparation for adult work roles, and consider how these jobs may
lay groundwork for their future career (Arnett, 2000). They may consider questions such as: what
am I good at? And what kind of job will I find satisfying long term? Similar questions are also
explored through educational experience, as students often change majors and explore different
possibilities (Arnett, 2000). According to The Canadian Federation of Students, during the 2008
to 2009 school year, 48% of full time students in Canada worked during the school year, which
is a large increase from 1976 when only 26.6% of students were working. Full time students
work an average of 15 hours a week, which is approximately the same number of hours they

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spend in class. For part time students there is an even greater number working, with 91%
working while in school for approximately 30 hours a week.
A large motivation for student’s to work may be tuition prices. Tuition prices are
extremely high. For a Canadian student in an arts and humanities program, attending a
University in Ontario costs approximately $5,200 to $5,500 per year. For International students
this number nearly triples, costing approximately $15,600 to 20,000 per year. These prices vary
by program and University, but overall students spend a great deal of money to get secondary
education.
There is a whole literature on older adults that concerns the way in which their work life
influences other aspects of their lives These studies have examined the concept of spillover,
which is when affect, skills, behaviours and values from one domain are transferred to another
domain. The idea of spillover is applied to work life, as what you learn through work and the
nature of your work experience can be transferred to other aspects of your life, such as your
home life. This spillover occurs when the work experience is both positive and negative, and
therefore the nature of one’s work experience can largely impact their personal life.
The majority of studies examining spillover have focused on work to family interaction.
There has been a number of studies examining positive spillover from work to family. Masuda et
al. (2012) conducted three studies to examine this spillover, and results demonstrated that this
type of spillover does occur. Carson et al. (2006) also found evidence that experiences at work
can enrich one’s family life A study done by Pedersen and Jeppensen (2012) examined how
schedule flexibility at work created positive spillover into other domains, determining that more
flexible schedules created work to life enrichment. In a study done by Culbertson, Mills and
Fullagar (2012), work engagement, which is a type of functional work that involves employees

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working hard because they enjoy doing so, was examined with its relationship to work to family
interaction. The researchers predicted that positive affective spillover would be influenced by
two things: the extent to which individuals talk to loved ones about positive work experiences
and the personal relevance of one’s work. The researchers used self-report measures assessing
demographic data, work engagement, perceived workload and affect immediately after work, as
well as affect at home. The results of this study demonstrated that when employees have positive
experiences at work, the positive emotions derived from such experiences might serve to
enhance those individuals’ experiences in other domains, such as at home.
Ruppanner and Pixley (2012) also examined work to family spillover; however they
focused their investigation on negative spillover. The study aimed to look at both work-to-family
spillover, how work influences family, and family-to-work spillover, how family influences
work. This was examined by using the following measures: Negative Work-to-Family and
Family-to-Work Spillover, Childcare Policy, how work accommodates for family life, and
Maximum Work-Hour Legislation, which is the maximum hours employers can ask the
employee to work. Work Characteristics, Family Characteristics and Individual Characteristics
were also examined. The results showed that jobs that allowed flexibility with childcare and had
a lower maximum work-hour legislation resulted in less negative family-to-work spillover. It
was also found that there were a number of factors that were associated with higher levels of
negative spillover in both directions including longer work hours, job stress, job dissatisfaction,
home stress, and home dissatisfaction. This finding is consistent with the role strain theory,
which holds that anything that increases the total level of time demands, responsibilities, and
emotional stress could increase negative spillover to another domain.

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As past literature has demonstrated, the nature of one’s work life can spill over into other
domains of their personal life. However, little research has examined how a student’s work life
can also demonstrate spillover. As many students put such a great deal of time into their jobs, it
can be expected that these experiences at work may spill over into other aspects of their lives,
including their academic life. Therefore the purpose of the present study was to examine the
interaction between students’ work life and their adjustment to university.
It was hypothesized that the nature of a students’ work experience would correlate with
their adjustment to university. Those that have had a positive work experience will have a more
positive adjustment to university and those that have had a negative work experience will have a
more negative adjustment to university.
Method
Participants
In this study, 99 participants (23 males and 76 females) from Wilfrid Laurier University
were recruited through the Psychology Research Experience Program (PREP). The study was
open to any students enrolled in an undergraduate psychology course if they had a paying job
sometime between June 2012 and the time they participated in the study. The participants were
ages 18-24 (M=19, SD=1.045) years old. Participants were between years 1-5 (M=1.45,
SD=.801) of their undergraduate degree. Participants were compensated by receiving 0.5 credits
(0.5% of their final grade) for the psychology course that they were enrolled in.
Materials
In this study participants responded to one questionnaire that was comprised of seven
different measures (see Appendix A for the full questionnaire).

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Demographic Information. Participants were first asked about general demographic
information, including gender, age and year of study. They were also asked about the nature of
their work, including if it was part-time or full-time, if they were still currently working, how
long they had been working at their job, if they would return to this job; they were also asked to
give a brief description of the nature of their work.
Work Experience. To examine the nature of a person’s work and work experience, the
Inventory of Work Experience (IWE) scale was used. This scale is an adapted version of the
Inventory of Service Experience scale (ISE) developed by Taylor & Pancer (2007), which
includes 47 questions, each of which is rated on a 7-point Likert scale. The response anchors are
as follows; 1 for “strongly disagree”, 2 for “disagree”, 3 for “slightly disagree”, 4 for “neither
agree nor disagree”, 5 for “slightly agree”, 6 for “agree and 7 for “strongly agree”. Scores range
from 47-329, with higher scores indicating a more positive work experience. This scale includes
seven subscales. The following are the seven subscales and a sample item, respectively: relations
with others (“I have met a lot of nice people through my work”), family and friends (“My friends
think that my work is worthwhile.”), organizational support (“There is a true sense of teamwork
and camaraderie at the organization with which I work.”), making a difference (“I get a real
feeling of satisfaction from helping others in my work.”), learning skills (“I am learning how to
better interact with people through my work activities.”), exposure to career possibilities
(“Working is making me aware of career and job possibilities that I have not previously
considered.”) and enjoyment (“I generally find that after I work I feel happier and in better
spirits.”), see Table 1.
Transition to University. To study the participants’ transition to university, the Student
Adaptation to College Questionnaire (SACQ) developed by Baker and Siyrk (1989), was used.

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This includes 67 questions about a person's adjustment to university, each rated on a 9-point
scale, with 1 for “does not apply to me at all” up to 9 for “applies very closely to me”. Scores
range from 67-603, with higher scores indicating a more positive adjustment to university. This
questionnaire includes four subscales. The following are the four subscales and a sample item,
respectively: academic (“I am satisfied with the level at which I am performing academically.”),
personal emotional (“I have been feeling in good health lately.”), social (“I am very involved
with social activities in university.”), and attachment (“I am meeting as many people, and
making as many friends as I would like at university.”). The Cronbach’s alphas range from .92 to
.95 for the full scale. The Cronbach’s alphas for the subscales range from .82 to .89. In this study
the total scale was found to be reliable (α=.930), as were all four subscales: academic adjustment
(α=.842), attachment (α=.878), personal emotional adjustment (α=.791) and social adjustment
(α=.892). The SACQ was also found to correlate highly (.66) with the Mental Health Inventory,
another measure of adjustment.
Self-esteem. To examine self-esteem, the Self-esteem Inventory developed by
(Rosenberg, 1965) was used. This scale includes 10 questions, each rated on a 9-point scale. The
response anchors are as follows; -4 for “very strongly disagree”, -3 for “strongly disagree”, -2 for
“moderately disagree”, -1 for “slightly disagree, 0 for “neither agree nor disagree”, +1 for
“slightly agree”, +2 for “moderately agree”, +3 for “strongly agree”, and +4 for “very strongly
agree”. This scale has high reliability and a test–retest corre- lation over 2 weeks of .85 (Silber
and Tippett 1965). This scale also displays high convergent, discriminant, and predictive validity
(Rosenberg 1965; Silber and Tippett 1965). Cronbach’s alphas for the RSES were .88 (Fleming
and Courtney 1984). In the present study, the scale was found to be reliable (α=.897). A sample

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item from this questionnaire is “I feel I have a number of good qualities”. The scores range from
-40 to 40, with higher scores indicating higher self-esteem.
Perceived Stress. To examine perceived stress, a subset of items from the Perceived
Stress scale developed by Cohen, Kamarck, and Mermelstein (1983) was used. This scale
included 4 questions regarding how the participant has felt in the past month, rated on a 5-point
scale. The response anchors are as follows: 0 for “never”, 1 for “almost never”, 2 for
“sometimes”, 3 for “fairly often” and 4 for “very often”. Values obtained from three samples had
Cronbach’s alpha values of .84, .85, and .86. The PSS has also been found to be correlated with
life-event scores, depressive and physical symptomatology, use of health services, and social
anxiety (Cohen et al. 1983). In the present study the scale was found to be somewhat reliable
(α=.514). A sample item from this scale is “During the past month, how often have you felt that
difficulties were piling up so high that you could not overcome them?” The scores ranged from 0
to 16, with higher scores indicating higher levels of perceived stress.
Depression Scale. To examine depression, a subset of The Center for Epidemiologic
Studies Depression Scale (CES-D), developed by Radloff (1977) was used. This scale included 8
questions regarding how the participant has felt in the past week, rated on a 4-point scale. The
response anchors are as follows: 0 for “rarely or none of the time (less than 1 day)”, 1 for “some
or a little of the time (1-2 days)”, 2 for “occasionally or a moderate amount of time (3-4 days)”,
and 3 for “most or all of the time (5-7 days)”. A sample item from this questionnaire is “During
the past week, I felt that I could not shake off the blues even with the help from my family or
friends”. The scores range from 0-40, with higher scores indicating higher levels of depression.
The scale was found to be reliable (α=.756).

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Open-ended Question. Participants were asked to fill out one open ended question:
"Please describe how your work experience has influenced your transition to university”.
Procedure
Participants signed up for the present study and were given the Informed Consent Form
online (see Appendix B). They were told that the purpose of the study was to examine the nature
of one's work experience and how this influences their transition to University. Once consent
was given, participants proceeded to fill out the online questionnaire. This included the following
measures; Demographic Information, Inventory of Work Experience (IWE), Student Adaptation
to College Questionnaire (SACQ), Perceived Stress Scale (PSS), The Center for Epidemiologic
Studies Depression Scale (CES-D) and one open-ended question. Once participants completed
the questionnaire, they were given a debrief form (see Appendix C) and they were finished.
Results
Demographic Data. Participants were asked questions regarding the job in which they
were reflecting upon. The results showed that 82 participants (83%) worked part-time, 16
participants (16%) worked full-time, and 1 participant (1%) reported working a combination of
part-time and full-time. Of all the participants, 51 of the 99 participants indicated that they were
still currently working at their job at the time they completed the questionnaire. This is 52% of
the total. 59 Fifty-nine of the 99 participants reported that they would consider working at this
job again in the future, which is 60% of the total. 10 participants (10%) reported they would
maybe consider working at their job in the future, while 30 participants (30%) reported they
would not consider working at this job again. Participants were also asked to provide a brief
description of the type of work they did at their job. The results to this questioned varied. Some

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examples of job descriptions were: working at an Aboriginal Student Centre helping first year
students accustom to university life, a cashier, a camp counselor, and a retailer.
Scale Analysis. The Inventory of Work Experience (IWE) scale, an adapted version of the
Inventory of Service Experience scale (ISE), including 47 questions, was found to be highly
reliable (α = .959). This scale included 7 subscales that were also all found to be reliable: relation
with others (α = .824), family and friends (α = .752), organizational support (α = .799), making a
difference, (α = .848), learning skills (α = .863), exposure to career possibilities (α = .859), and
enjoyment (α = .900).
Correlations. Correlations were conducted to examine the relationships between the
variables of interest in this study. A number of significant relationships were found with respect
to the work experience variable. The Inventory of Work Experience (IWE) was significantly
positively correlated to the Student Adaptation to College Questionnaire (r(43)=.387, p=.009).
The IWE also significantly positively correlated with three subscales of the SACQ: academic
adjustment (r(63)=.366, p=.003), social adjustment (r(48)=.464, p=.001), and attachment
(r(51)=.359, p=.008). The IWE showed a positive correlation with the fourth subscale of the
SACQ, personal emotional adjustment (r(65)=.381, p=.109), but it was not significant. The IWE
significantly positively correlated with the Self-esteem Inventory (r(67)=.372, p=.002). There
was a significant negative correlation between scores on the IWE and the Perceived Stress scale
(r(68)=-.396, p=.001). However, there was no significant correlation between the IWE and the
Center for Epidemiologic Studies Depression Scale (CED-S) (r(68)=-.050, p=.684), see Table 2.
Correlations were also conducted to examine the relationship between the Student
Adaptation to College Questionnaire (SACQ) and the 7 subscales of the Inventory of Work
Experience (IWE). The results demonstrated there was a significant positive correlation between

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the SACQ and the following subscales: relations with others (r(54)=.346, p=.009), family and
friends (r(56)=.388, p=.003), organizational support (r(54)=.398, p=.002), and learning skills
(r(55)=.311, p=.018). There was a positive correlation between the SACQ and the following
subscales; however these were not significant: making a difference (r(57)=.231, p=.078),
exposure to career possibilities (r(55)=.582, p=.074), and enjoyment (r(56)=.257, p=.051), see
Table 3.
ANOVA. An Analysis of Variance (ANOVA) was conducted to examine the relationship
between the open-ended question “Please describe how your work experience has influenced
your transition to university” and the Inventory of Work Experience (IWE). Responses were
grouped into three categories. The first category consisted of responses that reported work
experience positively influenced the transition to university. An example response is “I think
being in a working environment and gaining experience and confidence has definitely helped
with my transition to university. I think I am more independent and confident in my abilities”.
The second category consisted of responses that reported work experience negatively influenced
the transition to university. An example response is “I feel that my work experience has
negatively impacted my university. I find that I am often overwhelmed with my work load and
constantly am falling behind”. Finally the last category consisted of responses that reported no
relationship or a mixed relationship between work experience and the transition to university. An
example response is “My work experience has not really influenced the transition to university”.
The results of the demonstrated that the perceived relationship between one’s work experience
and transition to university did relate to the Inventory of Work Experience, F(1, 67) = 3.936, p =
.024 (positive experience; M=250.38, neutral/missed experience; M=224.83, negative
experience; M=206.20).

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Discussion
The present study aimed to examine the relationship between students’ work life and
their adjustment to university. The results demonstrated that overall those that have had a
positive work experience had a more positive adjustment to university, and those that have had a
negative work experience had a more negative adjustment to university. The subscales that
correlated most strongly with one’s work experience were social, academic and attachment. This
demonstrates that work life may be related to multiple dimensions of adjustment to university.
There was a positive correlation between one’s work experience and personal emotional
adjustment to university, however it was not significant. This suggests that there are many other
variables that may influence one’s personal emotional adjustment.
There was a significant correlation between one’s work experience and a measure of self-
esteem suggesting that a positive work experience may help increase one’s self esteem and a
negative work experience may actually decrease self esteem. Both a measure of perceived stress
and depression were examined to see if either of these measures correlated with one’s work
experience. These variables were not significantly correlated to the measure of work experience,
suggesting that these variables may be related to other factors that were not measured in the
present study. The perceived stress measure only used 4 items, and the measure of depression
used 8 items, and therefore there may not have been enough items to fully assess participants’
perceived stress or depression.
Previous research demonstrated that work life for adults may spillover into their family
life. This study demonstrated that although students do not spend as much time at work as many
adults, their work life may still have a strong impact on their adjustment to university.
Adjustment to university was the only dependent variable measured in the present study, and

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therefore additional types of spillover from one’s work experience were not examined. However
it is expected that if one’s work experience may influence their adjustment to university, this
work experience may have an influence on many other aspects of one’s life.
This study has added to the body of research in this field, as most research has focused on
adult work life. Since students do spend a great deal of time working, and the number of students
that are working is increasing, it is important to recognize this work experience as an important
aspect to a student’s life. This study provides a basis for future research by providing preliminary
evidence that a student’s work experience shows spillover into other domains. The Inventory of
Work Experience (IWE) scale that was developed was found to be very reliable and therefore
could be used in future studies examining a student’s work experience.
There are some limitations to the present study. All of the data were collected from
undergraduate university students at Wilfrid Laurier University, and therefore the results may not
be generalizable to the broader population. The perceived stress scale did not show high
reliability, and therefore results regarding perceived stress may not truly represent the
participants. Finally the results showed a correlation between one’s work experience and
adjustment to university; however it is not possible to know the direction of causality in this
relationship, or if there are other variables that influence both of these variables.
Despite the limitations, this study provides evidence that one’s work experience may
influence adjustment to University. This suggests that it is very important for students to be in
positive work environments in order to increase their success at University. As well, a positive
work environment may spill over into multiple domains, so creating a positive environment at
work could benefit students in multiple ways.

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Johnson, V. K., Gans, S. E., Kerr, S., & LaValle, W. (2010). Managing the transition to
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Table 1
Inventory of Work Experience (IWE)
Subscale and Item M SD Item-total r α
Relations with Others .824
1. I have met a lot of nice people through my work. 5.5269 1.39558 .672
2. I have become friends with new people through my
work activities.
5.5806 1.46942 .493
6. The people I come in contact with through working
are often quite nasty. (R)
4.6344 1.47283 .466
10. The people I work with are not very supportive. (R) 5.5914 1.37712 .665
11. I feel that the people within the organization with
which I work are not open to my ideas (R)
5.2796 1.51346 .554
13. I feel that the people within the organization with
which I work care about me and enjoy my company.
5.2366 1.33023 .603
15. The people I work with are not very nice to me. (R) 5.4839 1.60578 .545
Family and Friends .752
3. My family is very supportive of my work
involvement.
5.7813 1.24987 .569
5. My friends think that my work is worthwhile. 4.9583 1.52810 .507
9. My friends do not support me in my work efforts. (R) 5.4167 1.63943 .497
12. My family disapproves of the work that I do. (R) 5.8854 1.39072 .647
Organizational Support .799
4. My values are in line with those of the organization
for which I work.
5.2609 1.48893 .595
7. I feel a part of the organization with which I work. 4.9457 1.51450 .688
8. The organization with which I work is well
organized.
4.7500 1.55221 .600
17. I do not feel as though I am a real part of the “team”
at the organization with which I work. (R)
5.2065 1.68730 .503
21. There is a true sense of teamwork and camaraderie
at the organization with which I work.
4.8913 1.47101 .671
48. The values of the organization for which I work
clash with my own personal values. (R)
4.9674 1.64718 .317

19. WORK
AND
UNIVERSITY
LIFE
19
Table 1. Continued
Subscale and Item M SD Item-total r α
Making a Difference .848
14. I get a real feeling of satisfaction from helping
others in my work.
5.1771 1.60915 .668
16. The work I do does not have much of an impact. (R) 4.6354 1.78956 .562
18. People will remember the work I do. 4.1979 1.76289 .606
22. I feel that my work helps to make a difference. 4.1563 1.70651 .687
28. The duties I perform at my workplace are not very
important. (R)
4.5000 1.72901 .520
33. I feel that I have changed people’s lives through my
work.
3.4375 1.80533 .590
35. I feel appreciated by the people with whom I work. 5.0625 1.40535 .638
Learning Skills .863
19. I am broadening my problem-solving skills through
my work experience.
5.1011 1.33182 .552
24. I am not really learning any new skills through my
work. (R)
4.7978 1.53874 .546
29. Working helps me learn skills that will be useful in
my career and work life.
5.0112 1.60606 .658
32. I am learning how to better interact with people
though my work activities.
5.5730 1.45296 .588
34. I am learning to better organize my time due to my
work involvement.
5.2360 1.42241 .584
36. Working is helping me learn skills that will be
useful in my personal relationships.
4.8989 1.48512 .534
39. I feel that my work experience is helping me to
develop skills that will be useful to me in the future.
4.9213 1.60415 .707
41. My work exposes me to new ways of doing things. 4.7528 1.54685 .657
44. My work does not really allow for personal skill
development. (R)
5.1236 1.52122 .504

20. WORK
AND
UNIVERSITY
LIFE
20
Table 1. Continued
Subscale and Item M SD Item-total r α
Exposure to Career Possibilities .859
20. My work experience is providing me with
information about possible careers.
3.9130 1.80142 .742
23. My work experience makes me realize that I have
the ability to do work in that field.
4.6413 1.52331 .441
27. I am developing useful contacts for future
employment through my work experience.
4.3478 1.76930 .606
31. My work experience has not supplied me with any
new information about potential careers. (R)
4.5000 1.74469 .497
38. Working is making me aware of career and job
possibilities that I have not previously considered.
3.9674 1.75694 .729
42. My work experience has led me to explore new
career possibilities.
3.9239 1.82313 .725
45. My work has not made me aware of any career and
job possibilities I had not already previously. (R)
4.4239 1.82915 .633
Enjoyment .900
25. I often find myself laughing and smiling while at
work.
5.1915 1.53298 .758
26. The organization with which I work has a very fun
atmosphere.
4.9043 1.57309 .790
30. The organization with which I work does not have a
very fun environment. (R)
5.1064 1.73805 .644
37. I don’t really get to do anything meaningful or
interesting in my workplace. (R)
4.5000 1.70231 .435
40. I have a lot of fun working. 4.7021 1.68376 .813
43. I do not look forward to going to work because I
know I am not going to have a good time. (R)
4.7660 1.76236 .792
46. The organization with which I work promotes fun
activities.
4.5851 1.49845 .573
47. I generally find that after I work I feel happier and in
better spirits.
4.3830 1.61383 .607
49. The people at my workplace really promote having a
good time.
4.6915 1.48850 .626

21. WORK
AND
UNIVERSITY
LIFE
21
Table 2
Correlations between IWE (total) and other measures
Measure r p-value
SACQ – Total score .387 .009
SACQ – Academic adjustment .366 .003
SACQ – Social adjustment .464 .001
SACQ – Personal emotional adjustment .381 .109
SACQ – Attachment .359 .008
Self-esteem Inventory .372 .002
Perceived Stress Scale -.396 .001
CES-D -.050 .684

22. WORK
AND
UNIVERSITY
LIFE
22
Table 3
Correlations between SACQ (total) and Subscales of IWE
Subscale r p-value
Relation with Others .346 .009
Family and Friends .388 .003
Organizational Support .398 .002
Making a Difference .231 .078
Learning Skills .311 .018
Exposure to Career Possibilities .372 .003
Enjoyment .257 .051

23. WORK
AND
UNIVERSITY
LIFE
23
Appendix
A
Work
Experience
and
University
Life
The
purpose
of
this
study
is
to
examine
the
quality
of
one’s
work
experience
and
how
it
influences
their
transition
to
university.
The
following
questions
have
to
do
with
your
experience
at
your
paid
work
and
your
experience
transitioning
into
university.
Demographic
Information
What
is
your
gender?
______
What
is
your
age?
______
What
year
of
study
are
you
presently
in?
______
In
this
study
you
will
be
asked
to
reflect
on
your
previous
or
current
paid
work-­‐experience.
If
you
have
been
involved
more
than
one
paid
work
experiences
since
June
2012,
please
reflect
on
the
job
you
feel
has
had
the
greatest
impact
on
you.
Was
your
job
full-­‐time
or
part-­‐time?
______
Are
you
currently
working
at
this
job?
______
How
long
have
you
been
working
at
this
job
(months)?
_____
Is
this
a
job
you
would
consider
working
at
again
in
the
future?
______
Please
provide
a
brief
description
of
the
type
of
work
you
did
at
this
job.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Inventory
of
Work
Experience
(IWE)
Below
you
will
find
a
number
of
statements
about
your
feelings
towards
your
work
experience.
There
are
no
right
or
wrong
answers.
Please
read
each
statement
carefully
and
indicate
your
agreement
or
disagreement
with
each
statement
using
the
following
scale:
1
2
3
4
5
6
7
Strongly
Disagree
Slightly
Neither
Agree
Slightly
Agree
Strongly
Disagree
Disagree
Nor
Disagree
Agree
Agree
____
1.
I
have
met
a
lot
of
nice
people
through
my
work.

24. WORK
AND
UNIVERSITY
LIFE
24
1
2
3
4
5
6
7
Strongly
Disagree
Slightly
Neither
Agree
Slightly
Agree
Strongly
Disagree
Disagree
Nor
Disagree
Agree
Agree
____
2.
I
have
become
friends
with
new
people
through
my
work
activities.
____
3.
My
family
is
very
supportive
of
my
work
involvement.
____
4.
My
values
are
in
line
with
those
of
the
organization
for
which
I
work.
____
5.
My
friends
think
that
my
work
is
worthwhile.
____
6.
The
people
I
come
in
contact
with
through
working
are
often
quite
nasty.
____
7.
I
feel
a
part
of
the
organization
with
which
I
work.
____
8.
The
organization
with
which
I
work
is
well
organized.
____
9.
My
friends
do
not
support
me
in
my
work
efforts.
____
10.
The
people
I
work
with
are
not
very
supportive.
____
11.
I
feel
that
the
people
within
the
organization
with
which
I
work
are
not
open
to
my
ideas.
____
12.
My
family
disapproves
of
the
work
that
I
do.
____
13.
I
feel
that
the
people
within
the
organization
with
which
I
work
care
about
me
and
enjoy
my
company.
____
14.
I
get
a
real
feeling
of
satisfaction
from
helping
others
in
my
work.
____
15.
The
people
I
work
with
are
not
very
nice
to
me.
____
16.
The
work
I
do
does
not
have
much
of
an
impact.
____
17.
I
do
not
feel
as
though
I
am
a
real
part
of
the
‘‘team’’
at
the
organization
with
which
I
work.
____
18.
People
will
remember
the
work
I
do.
____
19.
I
am
broadening
my
problem-­‐solving
skills
through
my
work
experience.
____
20.
My
work
experience
is
providing
me
with
information
about
possible
careers.
____
21.
There
is
a
true
sense
of
teamwork
and
camaraderie
at
the
organization
with
which
I
work.
____
22.
I
feel
that
my
work
helps
to
make
a
difference.
____
23.
My
work
experience
makes
me
realize
that
I
have
the
ability
to
do
work
in
that
field.
____
24.
I
am
not
really
learning
any
new
skills
through
my
work.
____
25.
I
often
find
myself
laughing
and
smiling
while
at
work.

25. WORK
AND
UNIVERSITY
LIFE
25
1
2
3
4
5
6
7
Strongly
Disagree
Slightly
Neither
Agree
Slightly
Agree
Strongly
Disagree
Disagree
Nor
Disagree
Agree
Agree
____
26.
The
organization
with
which
I
work
has
a
very
fun
atmosphere.
____
27.
I
am
developing
useful
contacts
for
future
employment
through
my
work
experience.
____
28.
The
duties
I
perform
at
my
workplace
are
not
very
important.
____
29.
Working
helps
me
learn
skills
that
will
be
useful
in
my
career
and
work
life.
____
30.
The
organization
with
which
I
work
does
not
have
a
very
fun
environment.
____
31.
My
work
experience
has
not
supplied
me
with
any
new
information
about
potential
careers.
____
32.
I
am
learning
how
to
better
interact
with
people
through
my
work
activities.
____
33.
I
feel
that
I
have
changed
people’s
lives
through
my
work.
____
34.
I
am
learning
to
better
organize
my
time
due
to
my
work
involvement.
____
35.
I
feel
appreciated
by
the
people
with
whom
I
work.
____
36.
Working
is
helping
me
learn
skills
that
will
be
useful
in
my
personal
relationships.
____
37.
I
don’t
really
get
to
do
anything
meaningful
or
interesting
in
my
workplace.
____
38.
Working
is
making
me
aware
of
career
and
job
possibilities
that
I
have
not
previously
considered.
____
39.
I
feel
that
my
work
experience
is
helping
me
to
develop
skills
that
will
be
useful
to
me
in
the
future.
____
40.
I
have
a
lot
of
fun
working.
____
41.
My
work
exposes
me
to
new
ways
of
doing
things.
____
42.
My
work
experience
has
led
me
to
explore
new
career
possibilities.
____
43.
I
do
not
look
forward
to
going
to
work
because
I
know
I
am
not
going
to
have
a
good
time.
____
44.
My
work
does
not
really
allow
for
personal
skill
development.
____
45.
My
work
has
not
made
me
aware
of
any
career
and
job
possibilities
I
had
not
already
previously.
____
46.
The
organization
with
which
I
work
promotes
fun
activities.
____
47.
I
generally
find
that
after
I
work
I
feel
happier
and
in
better
spirits.
____
48.
The
values
of
the
organization
for
which
I
work
clash
with
my
own
personal
values.

26. WORK
AND
UNIVERSITY
LIFE
26
____
49.
The
people
at
my
workplace
really
promote
having
a
good
time.
Student
Adaptation
to
College
Questionnaire
(SACQ)
The
67
items
included
in
this
survey
are
statements
that
describe
university
experiences.
Read
each
one
and
decide
how
well
it
applies
to
you
at
the
present
time
(within
the
last
few
days).
For
each
item,
record
the
appropriate
number
in
the
space
next
to
that
item.
1
2
3
4
5
6
7
8
9
< -------
------- >
Doesn't
apply
to
me
at
all
Applies
very
closely
to
me
1.
______
I
feel
that
I
fit
in
well
as
part
of
the
university
environment.
2.
______
I
have
been
feeling
tense
or
nervous
lately.
3.
______
I
have
been
keeping
up
to
date
on
my
academic
work.
4.
______
I
am
meeting
as
many
people,
and
making
as
many
friends
as
I
would
like
at
university.
5.
______
I
know
why
I'm
in
university
and
what
I
want
out
of
it.
6.
______
I
am
finding
academic
work
at
university
difficult.
7.
______
Lately
I
have
been
feeling
blue
and
moody
a
lot.
8.
______
I
am
very
involved
with
social
activities
in
university.
9.
______
I
am
adjusting
well
to
university.
10.
______
I
have
not
been
functioning
well
during
examinations.
11.
______
I
have
felt
tired
much
of
the
time
lately.
12.
______
Being
on
my
own,
taking
responsibility
for
myself,
has
not
been
easy.
13.
______
I
am
satisfied
with
the
level
at
which
I
am
performing
academically.
14.
______
I
have
had
informal,
personal
contacts
with
university
professors.
15.
______
I
am
pleased
now
about
my
decision
to
go
to
university.
16.
______
I
am
pleased
now
about
my
decision
to
attend
this
university
in
particular.
17.
______
I'm
not
working
as
hard
as
I
should
at
my
course
work.
18.
______
I
have
several
close
social
ties
at
university.
19.
______
My
academic
goals
and
purposes
are
well
defined.
20.
______
I
haven't
been
able
to
control
my
emotions
very
well
lately.
21.
______
I'm
not
really
smart
enough
for
the
academic
work
I
am
expected
to
be
doing
now.
22.
______
Lonesomeness
for
home
is
a
source
of
difficulty
for
me
now.
23.
______
Getting
a
university
degree
is
very
important
to
me.
24.
______
My
appetite
has
been
good
lately.
25.
______
I
haven't
been
very
efficient
in
the
use
of
study
time
lately.
26.
______
I
enjoy
living
in
a
university
residence.
(Please
omit
if
you
do
not
live
in
a
residence;
any
university
housing
should
be
regarded
as
a
residence.)
27.
______
I
enjoy
writing
papers
for
courses.
28.
______
I
have
been
having
a
lot
of
headaches
lately.
29.
______
I
really
haven't
had
much
motivation
for
studying
lately.
30.
______
I
am
satisfied
with
the
extracurricular
activities
available
at
university.
31.
______
I've
given
a
lot
of
thought
lately
to
whether
I
should
ask
for
help
from
the
Psychological/Counselling
Services
Centre
or
from
a
counsellor
outside
of
university.
32.
______
Lately
I
have
been
having
doubts
regarding
the
value
of
a
university
education.
33.
______
I
am
getting
along
very
well
with
my
roommate(s)
at
university.
(Please
omit
if
you
do
not
have
a
roommate.)
34.
______
I
wish
I
were
at
another
university.
35.
______
I've
put
on
(or
lost)
too
much
weight
recently.

27. WORK
AND
UNIVERSITY
LIFE
27
36.
______
I
am
satisfied
with
the
number
and
variety
of
courses
available
at
university.
37.
______
I
feel
that
I
have
enough
social
skills
to
get
along
well
in
the
university
setting.
1
2
3
4
5
6
7
8
9
< -------
------- >
Doesn't
apply
to
me
at
all
Applies
very
closely
to
me
38.
______
I
have
been
getting
angry
too
easily
lately.
39.
______
Recently
I
have
had
trouble
concentrating
when
I
try
to
study.
40.
______
I
haven't
been
sleeping
very
well.
41.
______
I'm
not
doing
well
enough
academically
for
the
amount
of
work
I
put
in.
42.
______
I
am
having
difficulty
feeling
at
ease
with
other
people
at
university.
43.
______
I
am
satisfied
with
the
quality
or
calibre
of
courses
available
at
university.
44.
______
I
am
attending
classes
regularly.
45.
______
Sometimes
my
thinking
gets
muddled
up
too
easily.
46.
______
I
am
satisfied
with
the
extent
to
which
I
am
participating
in
social
activities
at
university.
47.
______
I
expect
to
stay
at
this
university
for
a
bachelor's
degree.
48.
______
I
haven't
been
mixing
too
well
with
the
opposite
sex
lately.
49.
______
I
worry
a
lot
about
my
university
expenses.
50.
______
I
am
enjoying
my
academic
work
at
university.
51.
______
I
have
been
feeling
lonely
a
lot
at
university
lately.
52.
______
I
am
having
a
lot
of
trouble
getting
started
on
homework
assignments.
53.
______
I
feel
I
have
good
control
over
my
life
situation
at
university.
54.
______
I
am
satisfied
with
my
program
of
courses
for
this
term.
55.
______
I
have
been
feeling
in
good
health
lately.
56.
______
I
feel
I
am
very
different
from
other
students
at
university
in
ways
that
I
don't
like.
57.
______
On
balance,
I
would
rather
be
home
than
here.
58.
______
Most
of
the
things
I
am
interested
in
are
not
related
to
any
of
my
course
work
at
university.
59.
______
Lately
I
have
been
giving
a
lot
of
thought
to
transferring
to
another
university.
60.
______
Lately
I
have
been
giving
a
lot
of
thought
to
dropping
out
of
university
altogether
and
for
good.
61.
______
I
find
myself
giving
considerable
thought
to
taking
time
off
from
university
and
finishing
later.
62.
______
I
am
very
satisfied
with
the
professors
I
have
now
in
my
courses.
63.
______
I
have
some
good
friends
or
acquaintances
at
university
with
whom
I
can
talk
about
any
problems
I
may
have.
64.
______
I
am
experiencing
a
lot
of
difficulty
coping
with
the
stresses
imposed
on
me
in
university.
65.
______
I
am
quite
satisfied
with
my
social
life
at
university.
66.
______
I
am
quite
satisfied
with
my
academic
situation
at
university.
67.
______
I
feel
confident
that
I
will
be
able
to
deal
in
a
satisfactory
manner
with
future
challenges
here
at
university.
Self-­‐Esteem
Inventory
Below
you
will
find
a
number
of
statements
about
your
feelings,
your
ways
of
coping
with
day
to
day
events,
and
your
personal
attitudes.
There
are
no
right
or
wrong
answers.
Please
read
each
statement
carefully
and
indicate
your
agreement
or
disagreement
with
each
statement
using
the
following
scale:

28. WORK
AND
UNIVERSITY
LIFE
28
-­‐4
-­‐3
-­‐2
-­‐1
0
+1
+2
+3
+4
very
strongly
strongly
moderately
slightly
neither
agree
slightly
moderately
strongly
very
strongly
disagree
disagree
disagree
disagree
nor
disagree
agree
agree
agree
agree
1.
_____
I
feel
that
I
am
a
person
of
worth,
at
least
on
an
equal
basis
with
others.
2.
_____
I
feel
that
I
have
a
number
of
good
qualities.
3.
_____
All
in
all,
I
am
inclined
to
feel
that
I
am
a
failure.
-­‐4
-­‐3
-­‐2
-­‐1
0
+1
+2
+3
+4
very
strongly
strongly
moderately
slightly
neither
agree
slightly
moderately
strongly
very
strongly
disagree
disagree
disagree
disagree
nor
disagree
agree
agree
agree
agree
4.
_____
I
am
able
to
do
things
as
well
as
most
other
people.
5.
_____
I
feel
I
do
not
have
much
to
be
proud
of.
6.
_____
I
take
a
positive
attitude
toward
myself.
7.
_____
On
the
whole,
I
am
satisfied
with
myself.
8.
_____
I
wish
I
could
have
more
respect
for
myself.
9.
_____
I
certainly
feel
useless
at
times.
10.
_____
At
times
I
think
I
am
no
good
at
all.
Perceived
Stress
Scale
0
1
2
3
4
never
almost
never
sometimes
fairly
often
very
often
During
the
past
month,
how
often
have
you:
1.
_____
Felt
that
you
were
effectively
coping
with
important
changes
that
were
occurring
in
your
life?
2.
_____
Felt
confident
about
your
ability
to
handle
your
personal
problems?
3.
_____
Felt
that
things
were
going
your
way?
4.
_____
Felt
difficulties
were
piling
up
so
high
that
you
could
not
overcome
them?
0
1
2
3
rarely
or
none
some
or
a
little
occasionally
or
a
most
or
all
of
the
time
(less
of
the
time
moderate
amount
of
of
the
time
than
1
day)
(1-­‐2
days)
time
(3-­‐4
days)
(5-­‐7
days)
The
Center
for
Epidemiologic
Studies
Depression
Scale
(CES-­‐D)
During
the
past
week:
1.
_____
I
was
bothered
by
things
that
usually
don't
bother
me.
2.
_____
I
did
not
feel
like
eating;
my
appetite
was
poor.
3.
_____
I
felt
that
I
could
not
shake
off
the
blues
even
with
help
from
my
family
or
friends.
4.
_____
I
felt
that
I
was
just
as
good
as
other
people.
5.
_____
I
had
trouble
keeping
my
mind
on
what
I
was
doing.
6.
_____
I
felt
depressed.
7.
_____
I
felt
that
everything
I
did
was
an
effort.
8.
_____
I
felt
hopeful
about
the
future.

29. WORK
AND
UNIVERSITY
LIFE
29
Open-­‐Ended
Question
Please
describe
how
your
work
experience
has
influenced
your
transition
to
university.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

30. WORK
AND
UNIVERSITY
LIFE
30
Appendix
B
WILFRID
LAURIER
UNIVERSITY
PSYCHOLOGY
DEPARTMENT
INFORMED
CONSENT
STATEMENT
Work
Experience
and
University
Life
Student Researcher: Rachel Keller, Honours Psychology BA
Supervisor: Mark Pancer, Professor
INFORMATION
You
are
invited
to
participate
in
a
research
project
being
conducted
by
Rachel
Keller
under
the
supervision
of
Mark
Pancer,
Professor.
This
project
is
being
completed
in
partial
fulfillment
of
Rachel
Keller’s
undergraduate
thesis
course.
In
this
study,
we
are
interested
in
the
quality
of
one’s
paid
work
experience
and
how
it
influences
their
transition
to
university.
Participants
must
have
had
a
paying
job
between
sometime
between
June
2012
and
the
time
they
participate
in
the
study
to
be
eligible.
The
study
takes
place
completely
online
and
will
take
approximately
45
minutes
to
an
hour
to
complete.
It
consists
of
a
questionnaire
that
examines
past
work
experience
and
transition
to
university.
You
will
also
be
asked
to
provide
basic
demographic
information,
such
as
age
and
gender.
100
participants
will
be
recruited
for
this
study
via
PREP,
with
an
expected
age
range
of
17-­‐25
years.
RISKS
Participants
in
this
study
may
feel
sadness,
anxiety
or
discomfort
while
they
reflect
upon
their
work
experience
and
transition
to
university
and
while
completing
the
self
report
measures.
Participants
may
also
experience
boredom
or
fatigue
while
completing
the
questionnaire.
These
feelings
are
normal
and
should
be
temporary.
Please
know
that
you
are
free
to
skip
any
question
or
procedure
and/or
withdraw
from
the
study
at
any
time.
If
any
negative
feelings
persist
or
worsen
after
the
study,
we
encourage
you
to
contact
the
researchers
and/or
Counselling
Services
(2nd
floor
of
the
Student
Services
Building,
519-­‐
884-­‐0710
x2338,
counselling@wlu.ca).
BENEFITS
As
a
participant
in
this
study,
you
will
contribute
to
the
development
of
knowledge
in
social
psychology.
You
will
also
learn
about
the
research
methods
used
by
social
psychologists.
You
will
be
given
the
opportunity
to
reflect
upon
your
work
experience
and
university
experience,
giving
you
the
ability
to
examine
how
to
make
these
experiences
positive.
CONFIDENTIALITY
Your
data
will
be
confidential,
which
means
no
one
other
than
Rachel
Keller
and
Mark
Pancer,
and
the
psychology
department
computer
technician
(Andrew
Piatek)
will
see
your
responses
and/or
have
access
to
your
data.
Please
note,
however,
that
while
in
transmission
on
the
internet,
confidentiality
of
data
cannot
be
guaranteed.
All
data
will
be
stored
on
a
password
protected
computer
in
Mark
Pancer’s
locked
lab
at
Wilfrid
Laurier

31. WORK
AND
UNIVERSITY
LIFE
31
University.
Your
personal
information
will
be
stored
in
a
separate
file
on
the
same
computer
and
will
be
deleted
by
Rachel
Keller
by
April,
1,
2014.
Rachel
Keller
will
delete
any
identifying
information
from
the
data
file
by
April,
1,
2014.
The
anonymous
data
file
will
be
maintained
indefinitely.
Data
will
be
presented
in
aggregate
(e.g.,
means)
in
any
publications
resulting
from
this
study.
COMPENSATION
For
your
participation,
you
will
receive
0.5
research
credits.
An
alternative
way
to
receive
the
same
amount
of
research
credit
is
to
complete
a
critical
review
of
a
journal
article
(instructions
are
available
on
the
psychology
department
website:
http://www.wlu.ca/documents/50647/PREP.alt.assignment.pdf).
If
you
withdraw
from
the
study
prior
to
its
completion,
you
will
still
receive
the
same
amount
of
research
credits.
CONTACT
If
you
have
questions
at
any
time
about
the
study
or
the
procedures
(or
you
experience
adverse
effects
as
a
result
of
participating
in
this
study),
you
may
contact
the
student
researcher,
Rachel
Keller,
kell1360@mylaurier.ca
or
the
supervisor,
Mark
Pancer,
(519)
884-­‐0710
ext
3149,
mpancer@wlu.ca.
This
project
has
been
reviewed
and
approved
by
the
University
Research
Ethics
Board
(REB
3410).
If
you
feel
you
have
not
been
treated
according
to
the
descriptions
in
this
form,
or
your
rights
as
a
participant
in
research
have
been
violated
during
the
course
of
this
project,
you
may
contact
Dr.
Robert
Basso,
Chair,
Wilfrid
Laurier
University
Research
Ethics
Board,
(519)
884-­‐1970,
ext
4994
or
rbasso@wlu.ca.
PARTICIPATION
Your
participation
in
this
study
is
voluntary;
you
may
decline
to
participate
without
penalty.
If
you
decide
to
participate,
you
have
the
right
to
skip
any
question
or
procedure
you
choose.
You
may
withdraw
from
the
study
at
any
time
without
penalty
and
without
loss
of
benefits
to
which
you
are
otherwise
entitled.
If
you
begin
the
study,
but
withdraw
prior
to
completion,
your
data
will
be
destroyed.
If
you
withdraw
from
the
study,
please
contact
the
researcher
so
that
the
debriefing
can
be
emailed
to
you.
Your
data
cannot
be
withdrawn
once
data
collection
is
complete
because
data
are
stored
without
identifiers.
FEEDBACK
AND
PUBLICATION
The
results
of
this
study
may
be
presented
at
conferences
or
published
in
scholarly
journals.
The
results
will
be
part
of
Rachel
Keller’s
undergraduate
thesis
and
will
be
presented
at
the
Wilfrid
Laurier
University
undergraduate
poster
conference
on
April
4,
2013.
A
summary
of
the
results
will
be
emailed
to
you
via
the
PREP
system
and
will
be
posted
on
the
research
bulletin
board
in
the
hallway
beside
room
N2006
in
the
Science
Building
by
March,
31,
2013.
CONSENT
(Please
check
the
appropriate
box)
I
have
read
and
understand
the
above
information.
I
agree
to
allow
quotes
I
give
to
be
anonymously
used
in
the
final
research
report.
___

32. WORK
AND
UNIVERSITY
LIFE
32
I
have
read
and
understand
the
above
information.
I
agree
to
participate
in
this
study.
___
[clicking
here
will
lead
to
study]
I
have
read
and
understand
the
above
information.
I
do
not
want
to
participate
in
this
study.___
[clicking
here
will
return
to
browser]
We
recommend
that
you
print
or
save
a
copy
of
this
form
for
your
records.

33. WORK
AND
UNIVERSITY
LIFE
33
Appendix
C
WILFRID
LAURIER
UNIVERSITY
PROJECT
SUMMARY
PSYCHOLOGY
DEPARTMENT
Work
Experience
and
University
Life
Student Researcher: Rachel Keller, Honours Psychology BA
Supervisor: Mark Pancer, Professor
PURPOSE
The
purpose
of
the
proposed
study
is
to
examine
the
nature
of
students’
work
experience
and
how
that
relates
to
their
transition
to
university.
Data
was
collected
on
work
experience
as
well
as
the
experience
transitioning
to
university
to
see
if
these
two
factors
correlate
with
one
another.
Demographic
information
was
needed
to
see
if
any
type
of
demographic
information
correlates
with
the
two
previously
mentioned
factors,
work
experience
and
transition
to
university.
HYPOTHESES
The
hypothesis
of
the
study
is
that
the
nature
of
a
students’
work
experience
will
correlate
with
their
transition
to
university.
Those
that
have
had
a
positive
work
experience
will
have
a
more
positive
transition
to
university.
Those
that
have
had
a
negative
work
experience
will
have
a
more
negative
transition
to
university.
RISKS
Participants
in
this
study
may
have
felt
sadness,
anxiety
or
discomfort
while
reflecting
upon
their
work
experience
and
transition
to
university.
Participants
may
have
also
experienced
boredom
or
fatigue
while
completing
the
questionnaire.
These
feelings
are
normal
and
should
be
temporary.
If
any
negative
feelings
persist
or
worsen
after
the
study,
we
encourage
you
to
contact
the
researchers
and/or
Counselling
Services
(2nd
floor
of
the
Student
Services
Building,
519-­‐884-­‐0710
x2338,
counselling@wlu.ca).
CONTACT
If
you
have
questions
at
any
time
about
the
study
or
the
procedures
(or
you
experience
adverse
effects
as
a
result
of
participating
in
this
study),
you
may
contact
the
student
researcher,
Rachel
Keller,
kell1360@mylaurier.ca
or
the
supervisor,
Mark
Pancer,
(519)
884-­‐0710
ext
3149,
mpancer@wlu.ca.
This
project
has
been
reviewed
and
approved
by
the
University
Research
Ethics
Board
(REB
3410).
If
you
feel
you
have
not
been
treated
according
to
the
descriptions
in
this
form,
or
your
rights
as
a
participant
in
research
have
been
violated
during
the
course
of
this
project,
you
may
contact
Dr.
Robert
Basso,
Chair,
Wilfrid
Laurier
University
Research
Ethics
Board,
(519)
884-­‐1970,
ext
4994
or
rbasso@wlu.ca.
FEEDBACK
AND
PUBLICATION

34. WORK
AND
UNIVERSITY
LIFE
34
The
results
of
this
study
may
be
presented
at
conferences
or
published
in
scholarly
journals.
The
results
will
be
part
of
Rachel
Keller’s
undergraduate
thesis
and
will
be
presented
at
the
Wilfrid
Laurier
University
undergraduate
poster
conference
on
April
4,
2013.
A
summary
of
the
results
will
be
emailed
to
you
via
the
PREP
system
and
will
be
posted
on
the
research
bulletin
board
in
the
hallway
beside
room
N2006
in
the
Science
Building
by
March,
31,
2013.
FURTHER
INFORMATION
For
further
information
on
this
topic,
please
look
at
Chapter
8
Behaviour
in
Social
and
Cultural
Context,
pages
281-­‐288
and
Chapter
12
Motivation,
pages
481-­‐486,
in
your
Psychology
textbook.
Wade,
C.,
Tavris,
C.,
Saucier,
D.,
&
Elias,
L.
(2012).
Psychology
(4th
Canadian
Ed.).
Don
Mills:
Pearson.
Thank
you
for
your
participation
in
this
study.
We
recommend
that
you
print
or
save
a
copy
of
this
form
for
your
records.