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Kimball's failed replication of Reinhart-Rogoff finding cited in argument for tempered public response to social science research results

Edin and Shaefer's book on destitute families in America reviewed in NYT

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Deirdre Bloome wins ASA award for work on racial inequality and intergenerational transmission

Bob Willis awarded 2015 Jacob Mincer Award for Lifetime Contributions to the Field of Labor Economics

David Lam is new director of Institute for Social Research

Elizabeth Bruch wins Robert Merton Prize for paper in analytic sociology

Next Brown Bag

Monday, Oct 12
Joe Grengs, Policy & Planning for Social Equity in Transportation

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.

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