Term-Time Employment and the Academic Performance of Undergraduates

Autor/inn/en	Wenz, Michael; Yu, Wei-Choun
Titel	Term-Time Employment and the Academic Performance of Undergraduates
Quelle	In: Journal of Education Finance, 35 (2010) 4, S.358-373 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
DOI	10.1353/jef.0.0023
Schlagwörter	Undergraduate Students; Employment; Grade Point Average; Academic Achievement; Student Surveys; Working Hours; Full Time Students; Part Time Students; Part Time Employment; Time Factors (Learning); Time on Task; Schematic Studies; Minnesota + Suchen Sie Ihr Suchwort? Dienstverhältnis; Schulleistung; Schülerbefragung; Hours of work; Arbeitszeit; Vollzeitstudium; Part-time students; Teilzeitstudent; Part-time employment; Teilzeitbeschäftigung; Zeitaufwand; Schematheorie
Abstract	This article outlines a framework for evaluating the decision of undergraduate students to engage in term-time employment as a method of financing higher education. We then examine the impact of work on academic achievement and find that employment has modest negative effects on student grades, with a grade point average (GPA) falling by 0.007 points per work hour. We use a unique custom dataset based on students at a traditional regional state university that provides information on student motivations and allows us to directly address some of the endogeneity problems that affect existing literature. We find that students who work for primarily financial reasons earn lower grades than students who work for career-specific skills but higher grades than those students motivated by a desire for general work experience. (Contains 1 figure, 5 tables and 2 footnotes.) (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10