Firlita Nuriska Putri, Muafi Muafi

Work-Life Balance, Kepuasan Kerja, Dan Kinerja: Peran Moderasi Family Supportive Supervisor Behaviors

Introduction

Work-life balance, kepuasan kerja, dan kinerja: peran moderasi family supportive supervisor behaviors. Analisis work-life balance, kepuasan kerja, dan kinerja mahasiswa bekerja di Yogyakarta. Temukan pengaruh positif WLB & kepuasan kerja pada kinerja, bukan mediasi/moderasi FSSB.

Abstract

Students who study while working have to balance their personal life, career, and studies. This research tests and analyzes the relationship between work-life balance, job satisfaction, and performance, moderated by Family Supportive Supervisor Behaviors. The method used in this research is quantitative method by distributing questionnaires to respondents. The sample of this research is 150 undergraduate students who study while working in the Special Region of Yogyakarta. Data analysis in this study used a Structural Equation Model (SEM) using Partial Least Square (PLS). The results of this study indicate that work-life balance has a significant positive effect on job satisfaction and student performance. Job satisfaction is also proven to have a significant positive effect on student performance. However, job satisfaction is proven not to mediate the effect of work-life balance on student performance. In addition, Family Supportive Supervisor Behaviors proved not to strengthen the influence of work-life balance on student performance.

Review

The study titled "Work-Life Balance, Kepuasan Kerja, Dan Kinerja: Peran Moderasi Family Supportive Supervisor Behaviors" addresses a highly relevant and increasingly complex issue concerning the well-being and productivity of a specific demographic: students who are simultaneously pursuing higher education and employment. This context presents unique challenges in balancing academic, personal, and professional demands, making the investigation into work-life balance (WLB), job satisfaction, and performance particularly pertinent. The research aims to explore the direct relationships between WLB, job satisfaction, and performance, while also examining the mediating role of job satisfaction and the moderating influence of Family Supportive Supervisor Behaviors (FSSB). The chosen framework is ambitious in its attempt to untangle these interdependencies within a demanding student-worker population. Methodologically, the study adopts a quantitative approach, utilizing questionnaires administered to a sample of 150 undergraduate students who are working while studying in the Special Region of Yogyakarta. The use of Structural Equation Modeling (SEM) with Partial Least Square (PLS) is appropriate for analyzing complex relationships among latent variables, aligning with the study's objectives. The findings reveal several significant insights: work-life balance positively and significantly impacts both job satisfaction and student performance, and job satisfaction, in turn, significantly influences performance. These direct effects underscore the importance of fostering WLB in this population. However, two crucial hypotheses were not supported: job satisfaction was not found to mediate the effect of work-life balance on performance, and Family Supportive Supervisor Behaviors did not moderate the relationship between work-life balance and student performance. While the study offers valuable contributions by confirming the direct positive effects of WLB on job satisfaction and performance, the non-significant findings for the mediation and moderation hypotheses warrant further exploration. The lack of a mediating effect for job satisfaction suggests that WLB might impact performance directly or through other unexamined pathways, rather than solely via satisfaction. Similarly, the absence of a moderating effect for FSSB is intriguing; it could indicate that for this specific demographic of student-workers, supervisor support for family issues might not translate into a stronger WLB-performance link, or perhaps the nature of their 'family' commitments differs from traditional full-time employees. Future research could benefit from exploring alternative mediators (e.g., academic engagement, stress levels) or moderators, and delving deeper into the specific support mechanisms most salient for student-workers. Qualitative methods could also provide richer context for these unexpected findings, offering deeper insights into the lived experiences of this unique population and informing more nuanced theoretical models.

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