由於社會的經濟轉型，加上企業與組織的相互競爭，進而促使了公餘進修的風潮，惟相關文獻卻鮮少同時探究在職進修者所面臨工作、家庭及學習三個場域間衝突（稱為「職、家、學」衝突）的成因及後果之影響。本研究採用資源保存與外溢理論觀點，探討在職進修者歷經主管不當督導行為，是否會加深「職、家、學」衝突情形，進而對其工作場域產生不利的影響；同時並探究工作自主性的調節及調節式中介效果。本研究係以國軍刻正就讀在職碩士班之進修者，採時間隔離法區分三個階段進行資料蒐集，共獲得311筆有效資料。研究結果發現，不當督導確實會正向影響在職進修者「職、家、學」衝突的情形並間接與工作性退縮產生正向影響；另外，工作自主性於「職、家、學」衝突與工作性退縮間有調節效果，確實能有效緩解「職、家、學」衝突所導致的負面結果。最後，針對研究結果，本研究提出理論與管理實務意涵，以及後續研究之建議。

Due to the economic transformation of the society, and coupled with the competition between enterprises and organizations, it has promoted the trend of in-service education, but there are few research exploring the antecedents and consequences of in-service master's students' when they facing the multi-role conflicts such as work, family and school (WFSC) at the same time. The present study adopted theoretical perspectives of conservation of resource theory and spillover theory, this current research explores whether in-service master's students' facing the abusive supervision, enforcing the work-family-school conflict (WFSC), then indirectly impacts of work domains; in addition, this current research explore the effect of moderation and mediated moderation of task autonomy. Data were obtained with method of time isolation from 311 in-service master's students' in military at three time periods. Results showed that abusive supervision positively influenced WFSC; WFSC mediated between abusive supervision and indirect positively effect on job withdrawal; in addition, task autonomy had the moderating effects on the relationship between WFSC and job withdrawal, it indeed effectively buff the negative affects from WFSC. Finally, based on the findings, theoretical implications and suggestions for further research were proposed.