A Comparison of Working and Nonworking High School Students on School Performance, Socioeconomic Status, and Self‐Esteem

Gade, Eldon M.; Peterson, Lois

doi:10.1002/j.2164-585x.1980.tb01022.x

Cited by 14 publications

(14 citation statements)

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“…For example, as illustrated in Table 3, females were often found to be more frequently employed than males (Berryman and Schneider, 1982;NAEP, 1989;Schill, McGartin and Meyer, 1985), the numbers varying from 42.5 to 54 percent for female students and from 46.0 to 57.5 for males. In contrast, other studies found that males were employed significantly more often than females (Gade and Peterson, 1980;Greenberger and Steinberg, 1980;McNeil, 1984). In averaging the findings of the above studies one finds that approximately 50.2 percent of female students worked during high school, while the figure is 49.8 percent for males.…”

Section: Frequency Of Employment By Gendermentioning

confidence: 80%

“…The Youth Employment : Its Relationship to Academic and Family Variables study (Schill et al, 1985) concurred with these reports, finding that working students were more likely to be from higher-income families and have a parent who is employed in a higher-status occupation. Interestingly, both Lewis and colleagues (1983) and Gade and Peterson (1980) further found that the rate of participation in the work force for females increased with socioeconomic status.…”

Section: The Contribution Of Socioeconomic Statusmentioning

confidence: 90%

“…They found that work experience had either no effect or a minimal effect on students' grade point averages for males, while the results for females were mixed. Finally, other studies have failed to find any adverse impact between hours worked and academic achievement (Gade and Peterson, 1980;Hotchkiss, 1986;Lewis et al, 1983).…”

Section: Motivations For Working During High Schoolmentioning

confidence: 96%

“…However, other studies showed that employment does not effect participation in school-related activities. Indeed, these studies said that employment actually encouraged such participation (Gade and Peterson, 1980;Gottfredson, 1984). However, it is important to note that very extensive work involvement of white male sophomores and white female juniors is associated with an increase in the rate of dropping out (D'Amico, 1984).…”

Section: Effects On School-related Activitiesmentioning

confidence: 96%

See 3 more Smart Citations

The Effects of Part-Time Work Experience on High School Students

Kablaoui

Pautler

1991

Journal of Career Development

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Section: Frequency Of Employment By Gendermentioning

confidence: 80%

Section: The Contribution Of Socioeconomic Statusmentioning

confidence: 90%

Section: Motivations For Working During High Schoolmentioning

confidence: 96%

Section: Effects On School-related Activitiesmentioning

confidence: 96%

See 2 more Smart Citations

The Effects of Part-Time Work Experience on High School Students

Kablaoui

Pautler

1991

Journal of Career Development

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“…1 2 3 4 5 Une première génération de travaux examinant la relation entre activité salariée et résultats scolaires s'appuie essentiellement sur des analyses de corrélation ainsi que sur des estimations par la méthode des moindres carrées ordinaires. Certains de ces articles trouvent un effet non significatif du travail salarié sur les résultats aux examens (Gade et Peterson, 1980 ;Meyer et Wise, 1982 ;Steinberg et al, 1982 ;D'Amico, 1984 ;Hotchkiss, 1986). D'autres, au contraire, concluent à une relation négative entre travail salarié et réussite scolaire Mortimer et Finch, 1986 ;Marsh, 1991).…”

Section: Des Résultats D'études Antérieures Divergentsunclassified

L’impact du travail salarié des étudiants sur la réussite et la poursuite des études universitaires

Beffy¹,

Fougère²,

Maurel³

2009

estat

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[fre] Cet article est consacré à l’estimation des effets du travail salarié des étudiants sur leur réussite universitaire et leur décision de poursuite d’études. L’analyse repose sur des échantillons extraits des enquêtes Emploi . conduites par l’Insee de 1992 à 2002. Ces échantillons sont restreints aux personnes en cours d’études initiales à l’université et préparant un diplôme universitaire de premier ou de second cycle (Deug, licence ou maîtrise). Sont exclus de l’analyse les étudiants dont l’emploi va de pair avec les études, en particulier les apprentis sous contrat et les stagiaires en formation. Les modèles estimés sont des modèles de type Probit à deux équations simultanées, la première expliquant l’occupation d’un emploi salarié par l’étudiant, la seconde sa réussite à l’examen de fin d’année, conjointement . avec sa décision de poursuite des études pour l’un des modèles. Le temps de travail salarié est pris en compte en distinguant, dans un des modèles, les emplois de moins ou plus de 16 heures par semaine. Les résultats montrent que l’occupation d’un emploi régulier réduit significativement la probabilité de réussite à l’examen de fin d’année universitaire. S’ils ne travaillaient pas, les étudiants salariés auraient une probabilité plus élevée de 43 points de réussir leur année. Une analyse complémentaire montre que le cumul emploi-études n’a pas d’effet significatif sur la probabilité de poursuivre les études l’année suivante, quels que soient la filière et le niveau des études. [eng] This article reports an estimation of the effects of students’ paid employment on their success at university and their decision to pursue their studies. Our analysis is based on samples extracted from INSEE Labour Force Surveys conducted between 1992 and 2002. The samples are confined to students who have begun their university studies and are preparing a first-or second-stage degree (French DEUG or B. A. or M. A. equivalent). We exclude students whose jobs are linked to their studies, particularly apprentices under contract and interns in training. We estimate probit models with two simultaneous equations: the first explains the student’s paid employment; the second explains the student’s success in the year-end exam and —in one of the models— jointly with the decision to continue his or her studies. The models incorporate working time in paid employment: one of the models distinguishes between jobs requiring more or less than 16 hours a week. The results show that holding a steady job significantly reduces the probability of passing exams at the end of the academic year. If they did not work, students in paid employment would have a 43-point-higher probability of completing their academic year successfully. An additional analysis shows that the job-plus-studies combination does not significantly influence the probability of pursuing one’s studies in the following year, regardless of program and academic level. [ger] In diesem Artikel werden die Auswirkungen einer lohnabhängigen Erwerbstätigkeit der Studenten auf den ...

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The effects of part-time work experience on high school students

Kablaoui¹,

Pautler²

1991

J Career Dev

View full text Add to dashboard Cite

A Comparison of Working and Nonworking High School Students on School Performance, Socioeconomic Status, and Self‐Esteem

Cited by 14 publications

References 4 publications

The Effects of Part-Time Work Experience on High School Students

The Effects of Part-Time Work Experience on High School Students

L’impact du travail salarié des étudiants sur la réussite et la poursuite des études universitaires

The effects of part-time work experience on high school students

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