Academic Performance Of A Working Student

Academic Performance of a Working Student
Factors Affecting Part Time University Students
By Jagg Xaxx, eHow Contributor • • • • Print this article
Related Searches: • Students at Risk • Gifted Math Students 1. o [pic]Part time students face special challenges. Students who attend university part time face challenges and benefits that are different than full-time students. According to Salme Harju Steinberg, president emeritus of Northeastern Illinois University, most people who enroll as part-time students rather than full time do so for financial reasons (see References 1). Most part-time students are working, many of them full time, at the same time that they are attending school. This can create severe time shortages, and the student requires highly developed time-management skills in order to handle school and work. 2. Balancing Work and Study o The balance can be tricky particularly for students who are working full time while they are enrolled in a university. Even when there is time to get to all required classes, additional time is needed to complete assignments and research. If either work or study are excessively stressful for the student, the quality of both may suffer. Due to these stresses, the drop-out rate among part-time students is higher than the rate of other students. For a student who already has a job and not enough time to study, the temptation to simply give up on graduating can be great. Families and Children o Many part-time students are older and already have careers, marriages and children to deal with. Children demand a lot of time and leaving them in day care for prolonged periods of time can cause feelings of guilt and anxiety in parents who are spending all of their time at work or at school. Spouses also may feel neglected. If they are not also in school and therefore not experiencing the same difficulties, spouses may not be totally supportive or

References: showed that grades improve with low work hours but fall with long hours (e.g. Schill et al., 1985; Lillydahl, 1990; Quirk et al., 2001), and still others failed to detect a causal relationship (e.g. Schoenhals et al., 1998; Warren et al., 2000; Dustmann et al., 2007). Three recent studies of high school students, all of which used two-stage least squares (2003) found a large negative effect of additional work hours on standardized test scores. Contradicting this, in annual 1991–2004 Monitoring the Future data on high school seniors, DeSimone (2006) specified components of the student unearned income distribution as instruments to uncover an inverse U-shaped relationship in which grades peak at 15 weekly work hours. Meanwhile, for National Longitudinal Survey of Youth 1997 (NLSY97) 10th–12th graders, Rothstein (2007) estimated that current and lagged work hours have small negative