Adolescent Work Intensity, School Performance, and Academic Engagement

Autor/inn/en	Staff, Jeremy; Schulenberg, John E.; Bachman, Jerald G.
Titel	Adolescent Work Intensity, School Performance, and Academic Engagement
Quelle	In: Sociology of Education, 83 (2010) 3, S.183-200 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040710374585
Schlagwörter	Extracurricular Activities; Academic Achievement; Educational Change; Academic Ability; Learner Engagement; Student Employment; Homework; Student Motivation; Longitudinal Studies; Grade 8; Grade 10; Grade 12; Correlation + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Schulleistung; Bildungsreform; Studentenarbeit; Hausaufgabe; Schulische Motivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Korrelation
Abstract	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. (Contains 4 tables and 2 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10