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California State University, Dominguez Hills *
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Communications
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Feb 20, 2024
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To what degree are working responsibilities connected to academic performance, retention
and/or graduation?
Matthew Williams Communication department of California State Dominguez hills Com 400: Media research Methods Dr. Miriam Hernandez October 8, 2020
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Introduction:
Recent studies have shown off, and on-campus employment is on a rapid incline in students attending college. College students have not been graduating on time in the past years due to many factors. One major factor is working responsibilities. Many students have taken on work to either support themselves, to help out their families, or to have extra spending money. In
this literature review, we will explore the factors that affect the working students' performance. These factors are a student's mental health, hours worked, the impact of school, and the balance between work and school. Our objective is to learn how operational responsibilities affect a student's academic performance, retention, and graduation. The mental effects that working has on a student:
In today's society a large number of college students suffer from anxiety and depression.With that, the amount of students who attend college and decided to seek outside employment has risen over the past years Mousney, Vandhey, Diekhoff (2013) .In this study done by Mousney, Vandehey, Diekhoff (2013) measured the effects of anxiety, depression, grade
point average, hours spent studying vs. hours spent working, and the benefits and problems of working. Mousney et al. (2013) found no significant difference in depression between working and non-working students. However, working students were considerably more anxious than non-working students. Mousney et al. (2013) measured depression using (BDI-II ) the Beck depression inventory-II. Mousney et al. (2013) found that the depression score for non-working students had a BDI-II score mean of 6.55 while working students had a BDI-II score of 9.61. Mousney et al. (2013) calculated anxiety by using (BAI) the Beck Anxiety Inventory. Mousney et al. (2013) found that working students scored a BAI mean of 8.17, while non-working students
scored a BAI mean of 4.40. Mounsey et al. (2013) also analyzed the differences between non-
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working students (GPA) grade point average and working students' GPAs. Mounsey et al. (2013)
highlight the mean scores of working students with a mean GPA of 2.95 while non-working students had a mean GPA of 2.93 Mousney et al. (2013) claims that there were no clear differences between working and non-working students' GPA. Mounsey et al. (2013) compared the correlation between hours spent studying and hours worked by using a Spearman correlation and a 4 x 3 factorial analysis. No significant results were found in these analyses, but the correlation ( r = -.178, P = 0.032) was questioned. Mounsey et al. findings that only 3% of the variance in the student study time could be accounted for by the hour that the student worked. Lastly, Mounely et al. (2013) used a job questionnaire and used factor analysis to find similarities between ( BAI, BDI-II, GPA) to find out the benefits of working and not working. Mounsey et al results discovered that working students experience more stress (t(106)=-2.9, P > 0.5) and non-working students experience far less stress (t(106)= -2.62, P< .05). However, this study was useful to use. I think it would have been better if they used a more even group. In this study they had 33 male students and 77 female students which outweighs male students by 44 students which is a lot due to the fact that the sample size was only 110 students .Together all these results provide important insight on students' mental health, academic achievement, and attitudes of the working and non-working student.
The physical effects that working has on students: University students who work less than 15 hours a week are more likely to graduate in four years Dunes and marxs (2006). This research by Dunes and Marxs (2006) seeks out to address what amount of hours worked improves students' performance or hurts it. Dunes and Marxs(2006) also set out to discover the cost and effect relationships of students that are employed. Dunes and Marxs (2006) address these questions and then try to find relationships
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between the characteristics like demographics, GPA, efforts and fatigue, and why students worked. Dunes and Marxs (2006) took four volunteers to survey and collect data at a small liberal art school. Dunes and Marxs (2006) surveyed about 300 students at this university, and only 256 students were obtainable to use. Dunes and Marx(2006) discovered in the demographics that students were more likely to work when they went through school 56% of freshmen, 58% of sophomores, 66% of juniors, and 76% of seniors. Dunes and Marxs(2006) also
found no correlation in the rate of working by major. Dunes and Marxs (2006) analyzed students'
GPA by grouping them with the number of hours worked. Dunes and Marxs (2006) found that the participants that succeeded the most were working 10-19 hours equally distributed between males and females at 33% each. Dunes and Marxs(2006) also found out from this study that students with higher GPAs were more likely to have a job in their major and were working to gain experience for their future. Dunes and Marxs (2006) also addressed the efforts and fatigues of a student working. Dunes and Marxs (2006) discovered in student's efforts and fatigues that students who worked less than 10 hours a week correlated with less time spent studying while students that worked over 20 hours a week matched with not putting in the most effort into their studying. One flaw with this study is that the author's did not report on other activities that could be taking up students' time who did not work or only worked less than 10 hours. Overall this study suggests what amount of hours worked can help improve a student's performance and the factors that come along with it.
Effects on students performance
:
There are many factors for a spike in student employment in the past few years related to attendance cost, debt, and communteLogan, Hughes, and Logan (2016). Logan et al. (2016) went out to discover the impact that employment has on a student's academic performance.
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Logan et al. (2016) sought this out by learning the positive and the negative relationships between a student's hours worked and a student's overall (GPA) grade point average. Logan et al.
( 2016) did this by surveying working students at Indiana University at Bloomington by using a (CSEQ) college student experience questionnaire. Logan et al. (2016) used 317 surveys of those surveys, 47.8% were female, and the other half were male. Logan et al. (2016) established this in
his finding that white working students have higher GPAs of those that were minority working students. Logan et al. (2016) also identified that working students do better in their junior and senior year by 0.143, even without employment characteristics. Logan et al. (2016) also recognized from his results that working students over twenty hours that have off campus jobs have a GPA average of 0.246 lower. More importantly, Logan et al. (2016) the results from the survey equations advised that students working off-campus had a declining GPA. Overall, this journal article suggests that over time in school, students' organization and time management skills improve while overcoming their demographics, students may have time for job opportunities. The balance between work and school: In this article, the author Gordon (2016) talks about how juggling school and work is tuff on a student, especially when they have to support someone like a family member or child. Throughout this article, the author mentions outstanding personal accounts of people having to juggle school and work to get by. Gordon (2016) brings up how only 59% of students finish within their first six years in college. Gordon also mentions how 63% of students that work less than 15 hours graduate in 6 years. Gordon (2016) comments on how the California housing market adds to the severity of working students' lives. A limitation that stood out in this article is that the author did not have any personal accounts from students that did not have to work
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making it seem very one-sided. Another limitation that stood out was the fact that it only had personal accounts from students living in california.Overall this article gives the reader a good insight into what it is like for working college students at Cal State Universities and UC.
Conclusion:
Boiled down,working students did not show any significant signs of depression than non- working students, although students that work showed signs of being more anxious Mousney et al. (2013) It has also been reported that students who work between 10-19 hours a week will see a spike in GPA and more time spent studying than other students Dunes and Marxs
(2006). Furthermore other reports show that as students move through school their experience makes them more manageable to obtain a job later in their education Logan et al (2016). Lastly, reports show that Working students face many factors besides just school and work like supporting children or family members that can hurt their GPAs and time spent studying Gordon (2016). Many assumptions can be made about students working responsibilities that can be hurting or improving a students academic performance, retention, and graduation.
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References Dundes, Lauren, & Marx, Jeff. (2006). Balancing Work and Academics in College: Why Do Students Working 10 to 19 Hours per Week Excel? Journal of College Student Retention, 8(1), 107–120. https://doi.org/10.2190/7UCU-8F9M-94QG-5WWQ
Gordon, L. (2019, July 10). New warnings about California students juggling college and jobs
. EdSource.https://edsource.org/2018/new-warnings-about-california-students-juggling-
college-and-jobs/603499
Logan, J., Hughes, T., & Logan, B. (2016). Overworked? An Observation of the Relationship Between Student Employment and Academic Performance. Journal of College Student Retention: Research, Theory & Practice, 18(3), 250–262. https://doi.org/10.1177/1521025115622777
Mounsey, Rebecca, Vandehey, Michael A, & Diekhoff, George M. (2013). Working and non-working university students: anxiety, depression, and grade point average. College Student Journal, 47(2), 379.