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2009•NASPA JournalRequires access

First-Year Students' Employment, Engagement, and Academic Achievement: Untangling the Relationship between Work and Grades

Gary R. Pike, George D. Kuh, Ryan C Massa-McKinley

Open publisher page 113 citations

Abstract

This study examined the relationships among first-year students’ employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students’ characteristics and levels of engagement. An examination of the indirect relationships between work and grades revealed that working 20 hours or less on campus was significantly and positively related to grades, acting through student engagement.

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What this paper is about

This study examined the relationships among first-year students’ employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students’ characteristics and levels of engagement. An examination of the indirect relationships between work and grades revealed that working 20 hours or less on campus was significantly and positively related to grades, acting through student engagement.

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OpenAlex reports 113 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

This study examined the relationships among first-year students’ employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students’ characteristics and levels of engagement. An examination of the indirect relationships between work and grades revealed that working 20 hours or less on campus was significantly and positively related to grades, acting through student engagement.

Key concepts: Student engagement, Work engagement, Psychology, Academic achievement, Work (physics), Medical education, Mathematics education, Medicine

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