在大学里工作值得吗?工作时间如何影响中学后的学习成绩

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
A. Davis
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引用次数: 0

摘要

许多学生在大学期间打工以抵消不断上涨的费用,但大量的打工时间会影响中学后的学习成绩。本文通过分析高中纵向研究(N = 4,418),估算了工作时间对成绩、所获学分、持续学习、中途退学(即退学 5 个月后再重新入学)和辍学的影响。多项式回归分析表明,在对背景特征、以前的学业成绩、院校类型和家庭义务进行调整后,"传统 "的本科生在工作 20 小时后就开始看到有害影响,而对于工作 28 小时以上的学生来说,这种影响变得更加严重(对于长期工作的佩尔助学金获得者来说,这种影响最为严重)。虽然有些工作对学生有利,但平均而言,经济和家庭情况有助于解释这种曲线关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Is Working in College Worth It? How Hours on the Job Affect Postsecondary Outcomes
Many students work during college to offset rising costs, but significant time on the job affects postsecondary outcomes. Analyzing the High School Longitudinal Study (N = 4,418), this article estimates the effects of hours worked on grades, credits earned, persistence, stopping out (i.e., unenrolling for 5 months before reenrolling), and dropping out. The polynomial regression analysis shows that after adjusting for background characteristics, prior academic achievement, institution types, and family obligations, “traditional” undergraduate students begin seeing deleterious effects at 20 hours, which becomes even more severe for those working 28+ hours (and the worst for Pell Grant recipients working long hours). While some work was good for students, on average, financial and family circumstances help explain the curvilinear relationships.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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