Informed by a self-regulatory perspective, we tested a model (N = 233) in which job (e.g., autonomy), person (e.g., motivation), and study characteristics (e.g., engagement) predicted student job crafting, which, in turn, predicted work-study conflict and facilitation. Job, person, and study characteristics predicted task (46% of variance), cognitive (56%), and relational crafting (25%), and cognitive and relational crafting predicted greater work-study facilitation (53%). When students proactively modify their work environment, this is likely to assist them at work as well as facilitate their study life. Developing job crafting skills in students should improve both work and study functioning.

中文翻译：

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工作和学习的学生的工作技巧

根据自我调节的观点，我们测试了一个模型（N  = 233），在该模型中，工作（例如，自主权），人（例如，动机）和学习特征（例如，敬业度）可以预测学生的工作技巧，从而反过来，预测工作与学习之间的冲突和促进。工作，个人和研究特征预测任务（方差的46％），认知（56％）和关系技巧（25％），而认知和关系技巧预测工作研究的便利性（53％）。当学生积极地改变他们的工作环境时，这可能会帮助他们工作并改善他们的学习生活。培养学生的工作技巧应能改善工作和学习功能。