Character Building or Subversive Consequences of Employment during High School: Causal Effects Based on Propensity Score Models for Categorical Treatments

Autor/inn/en	Nagengast, Benjamin; Marsh, Herbert W.; Chiorri, Carlo; Hau, Kit-Tai
Titel	Character Building or Subversive Consequences of Employment during High School: Causal Effects Based on Propensity Score Models for Categorical Treatments
Quelle	In: Journal of Educational Psychology, 106 (2014) 2, S.584-603 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035615
Schlagwörter	High School Students; Student Employment; Probability; Scores; Models; Part Time Employment; Academic Achievement; Educational Attainment; Student Participation; Time Management; Expectation; Longitudinal Studies; High School Graduates; Work Attitudes; College Students; Statistical Analysis; Prediction; Outcomes of Education; Questionnaires; Regression (Statistics); Factor Analysis + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studentenarbeit; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Analogiemodell; Part-time employment; Teilzeitbeschäftigung; Schulleistung; Bildungsabschluss; Bildungsgut; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Zeitmanagement; Expectancy; Erwartung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Graduate; Graduates; Absolvent; Absolventin; Work attitude; Arbeitshaltung; Collegestudent; Statistische Analyse; Vorhersage; Lernleistung; Schulerfolg; Fragebogen; Regression; Regressionsanalyse; Faktorenanalyse
Abstract	The present study revisited the unresolved issue of the long-term effects of part-time working intensity during high school on students' achievement, participation in postsecondary education, time allocation, and work-related values and expectations. Using data from the Educational Longitudinal Study of 2002 (N = 14,654), the effects of part-time working in Year 12 on outcomes assessed at graduation from high school and 2 years later were studied with propensity score methods for categorical treatments. Three theoretical perspectives on the effects of part-time working intensity (subversion of academic goals, character building, threshold model) were contrasted. Substantively, there were negative linear effects of working intensity on achievement outcomes. Results for higher education participation partly supported a threshold model. Heterogeneous effects for self-reported time use and work-related values suggested that the negative effects on achievement outcomes were not due to a simple zero-sum game. Ironically, working with high intensity led students to value having a good job more strongly but might undermine their chances of achieving this goal. However, these effects were only recognized 2 years after high school graduation, when occupational expectations were negatively affected by working intensity in Year 12. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01