Home > Publications . Search All . Browse All . Country . Browse PSC Pubs . PSC Report Series

PSC In The News

RSS Feed icon

Shaefer and Edin's book ($2 a Day) cited in piece on political debate over plight of impoverished Americans

Eisenberg tracks factors affecting both mental health and athletic/academic performance among college athletes

Shapiro says Americans' low spending reflects "cruel lesson" about the dangers of debt

Highlights

Susan Murphy elected to the National Academy of Sciences

Maggie Levenstein named director of ISR's Inter-university Consortium for Political and Social Research

Arline Geronimus receives 2016 Harold R. Johnson Diversity Service Award

PSC spring 2016 newsletter: Kristin Seefeldt, Brady West, newly funded projects, ISR Runs for Bob, and more

Next Brown Bag

PSC Brown Bags
will resume fall 2016

Adolescent Work Intensity, School Performance, and Academic Engagement

Publication Abstract

Staff, J., John E. Schulenberg, and Jerald Bachman. 2010. "Adolescent Work Intensity, School Performance, and Academic Engagement." Sociology of Education, 83(3): 183-200.

Teenagers working more than 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities, and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. The authors address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike in prior research, the authors compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work.

DOI:10.1177/0038040710374585 (Full Text)

PMCID: PMC2926992. (Pub Med Central)

Country of focus: United States of America.

Browse | Search : All Pubs | Next