O'Neill, ThomasSmith, Julia2017-11-072017-11-0720172017http://hdl.handle.net/11023/4238This thesis explored the impact of team conflict and core self-evaluations on student burnout in using engineering student teams in a first-year engineering course. Three patterns of conflict emerged at the mid-semester time-point: a task conflict dominant profile, a relationship conflict/process conflict minor profile, and a midrange conflict profile. Supplemental analyses identified four emergent profiles at the end of the semester. A multilevel model including core self-evaluations as a predictor, team conflict profiles as a moderator, and burnout as an outcome found that core self-evaluations significantly predicted disengagement, though not when a number of covariates were taken into account, and that the interaction between core self- evaluations and team conflict profiles was not significant. The findings and implications for the Job Demands-Resources Model are discussed, as are suggestions for future researchers.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.PsychologyPsychology--Industrialteam conflictcore self-evaluationsJob Demands-Resources Modelmultilevel modelBurnoutmaster thesis10.11575/PRISM/28177