Negative Correlates of Part-Time Employment during Adolescence: Replication and Elaboration.

Autor/inn/en	Steinberg, Laurence; Dornbusch, Sanford M.
Institution	National Center on Effective Secondary Schools, Madison, WI.
Titel	Negative Correlates of Part-Time Employment during Adolescence: Replication and Elaboration.
Quelle	(1990), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adolescent Behavior; Adolescent Development; Adolescents; Anxiety; Delinquency; Depression (Psychology); Drinking; Drug Use; High School Students; High Schools; Parent Child Relationship; Part Time Employment; Personal Autonomy; Student Employment; Working Hours + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Angst; Kriminalität; Trinken; Drug consumption; Substance abuse; Drogenkonsum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Part-time employment; Teilzeitbeschäftigung; Individuelle Autonomie; Studentenarbeit; Hours of work; Arbeitszeit
Abstract	This study examined the relation between part-time employment and adolescent behavior and development in a multi-ethnic, multi-class sample of approximately 4,000 15- through 18-year-olds. The results indicated that long work hours during the school year were associated with diminished investment in schooling and lowered school performance, increased psychological distress and somatic complaints, higher rates of drug and alcohol use, higher rates of delinquency, and greater autonomy from parental control. Workers did not have any advantages over nonworkers with respect to self-reliance, work orientation, or self-esteem. The correlates of school-year employment were closely linked to the number of hours worked each week and generally cut across ethnic, socioeconomic, and age groups, although the association between hours of employment and poor school performance was clearer among White and Asian-American adolescents than their peers. Nevertheless, in no ethnic or socioeconomic group were the correlates of employment positive, either in terms of lower rates of dysfunctional behavior, better school performance, or enhanced psychosocial well-being. These and similar findings from previous research suggest that parents, educational practitioners, and policy-makers should continue to monitor the number of weekly hours adolescents work during the school year. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01