Youth employment: Its relationship to academic and family variables

Schill, William John; McCartin, Rosemarie; Meyer, Katrina A.

doi:10.1016/0001-8791(85)90015-6

Cited by 76 publications

(49 citation statements)

References 11 publications

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“…Curvilinear relationships between hours of work and academic achievement were also reported; for example, high school students who worked none or many hours tended to have lower academic achievement than adolescents who worked a moderate number of hours (about 10 hours; Greenberger & Steinberg, 1986;Mihalic & Elliott, 1997;Mortimer et al, 1996;Schill, McCartin, & Meyer, 1985;Steinberg & Cauffman, 1995). Yet, most associations were small in magnitude and were based on cross-sectional data.…”

Section: Adolescent Work Intensity and Academicsmentioning

confidence: 97%

Adolescent Work, Vocational Development, and Education

Zimmer‐Gembeck

Mortimer

2006

Review of Educational Research

119

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This review examines contemporary issues in vocational development with emphasis on adolescents' work experiences in social context. Attention is directed to the changing social and cultural context for vocational development, the influence of work experience on adolescent development and educational achievement, and theoretical approaches that guide contemporary studies of vocational development and career maturity. In light of the utility of current theories, new directions are suggested to enhance understanding of adolescent employment, vocational development, and educational pursuits. Social policy initiatives to promote adolescents' exercise of agency and their vocational development are considered. Adolescent Work, Vocational Development, and EducationAlthough working is an integral aspect of most teenagers' lives, little scholarly attention has been given to the developmental consequences of adolescent employment. In this review, we summarize contemporary theoretical and empirical issues, with emphasis on the ways in which adolescent work experience may impact educational, vocational and other domains of development. Integrating our perspectives in lifespan developmental psychology and life course sociology, we address key questions.Our review is informed by Bronfenbrenner's (1979) dictum that multiple arenas of life must be considered in tandem to comprehend any one sphere's influence on human development. As such, the organizing framework for this review is the influence of environment on adolescent development; the many activities that, when considered together, make up the social ecology of adolescent life, and the objective and subjective qualities of adolescents' activities. We start with the macrosystem by providing some socio-historical background on adolescent work. Following this, we address the question, how do the current social and cultural contexts condition adolescent work and the effects of adolescent employment on vocational, educational and other spheres of development? Next, we continue to emphasize the work environment as consequential in adolescents' lives by reviewing what we know about the influence of work on adolescent development, including educational pursuits.Following these discussions of contextual influences, we assess current theories that guide contemporary studies of vocational maturation and career choice processes, and new emergent issues. We ask whether this literature informs our understanding of the impacts of adolescent work and the qualities of work on development. We then address research design issues and directions that are needed to enhance our understanding of adolescent employment and

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Section: Adolescent Work Intensity and Academicsmentioning

confidence: 97%

Adolescent Work, Vocational Development, and Education

Zimmer‐Gembeck

Mortimer

2006

Review of Educational Research

119

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“…For example, socioeconomic stress might contribute to adolescents' feelings of distress or hopelessness, as well as family conflict, which can then have indirect effects on children's academic commitment and success (Eamon 2002). Family economic stress also might require adolescents to assist their families or work at a part-time job thereby potentially interfering with their academics (Lillydahl 1990;Schill et al 1985). Collectively, based on prior research that has identified both direct and indirect effects of socioeconomic stress, we anticipated that, for Asian American youth, experiencing more stress would be related to lower academic adjustment.…”

Section: Socioeconomic Stress Among Asian American Youthmentioning

confidence: 99%

Socioeconomic Stress and Academic Adjustment Among Asian American Adolescents: The Protective Role of Family Obligation

Kiang

Andrews

Stein

et al. 2013

J Youth Adolescence

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Abstract:Socioeconomic stress has long been found to place youth at risk, with low family income conferring disadvantages in adolescents' school achievement and success. This study investigates the role of socioeconomic stress on academic adjustment, and pinpoints family obligation as a possible buffer of negative associations. We examined direct and interactive effects at two time points in the same sample of Asian American adolescents-early high school (N = 180 9th-10th graders; 60 % female) and 2 years later in late high school (N = 156 11th-12th graders; 87 % of original sample). Results suggest that socioeconomic stress is indeed associated with poor academic adjustment, measured broadly through self-reported GPA, importance of academic success, and educational aspirations and expectations. Family obligation was positively related to adjustment, and also was found to buffer the negative effects of socioeconomic stress, but only during adolescents' later high school years. Adolescents reporting more family obligation experienced less of the negative effects of financial stress on academic outcomes than those reporting lower obligation. Cultural and developmental implications are discussed in light of these direct and moderating effects.

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“…Les travaux recensés à cet égard convergent au moins sur un aspect : il y aurait un seuil critique pour ce qui est du nombre d'heures consacrées au travail à temps partiel des adolescents aux études (entre 15 à 20 heures), au-delà duquel la performance scolaire serait touchée de façon négative, de même que la persé-vérance (Meyer et Wise, 1982 ; Conseil des affaires sociales, 1992 ; Conseil supérieur de l'éducation, 1992a; Renou et Lécuyer, 1992;Schill, McCartin et Meyer, 1985).…”

Section: L'effet Du Travail Sur L'expérience Scolaireunclassified

Le travail des adolescents : porte d’entrée ou cul-de-sac ?

Pelletier¹

2008

nps

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L'entrée sur le marché du travail des adolescents fait actuellement l'objet d'un intérêt croissant, entre autres en relation avec la problématique du décrochage scolaire. Les recherches effectuées sur ce sujet indiquent que le travail des jeunes présente un certain nombre d'effets pervers, et que les vertus qui lui sont conférées ne résistent pas toutes à l'examen, en fonction des besoins des adolescents. Cet article traite de la problématique générale des effets du travail des adolescents en relation avec les caractéristiques du marché de l'emploi et des enjeux spécifiques au développement à l'adolescence

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Youth employment: Its relationship to academic and family variables

Cited by 76 publications

References 11 publications

Adolescent Work, Vocational Development, and Education

Adolescent Work, Vocational Development, and Education

Socioeconomic Stress and Academic Adjustment Among Asian American Adolescents: The Protective Role of Family Obligation

Le travail des adolescents : porte d’entrée ou cul-de-sac ?

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