Employment and its effects on high school and college students’ grade point averages Essay

numerous schoolchilds, p arents, and educators have been seeking the so-called Holy Grail of learning for many decades. One question that has arisen out of this learning model is that of student habit? Many wonder if working(a) a part- duration job go away accept a students grades, and if so, how much? The answer to this plain simply question, however, is more(prenominal) complex. A variety of factors must be considered when deciding if and to what extent a students grades are affected by his or her employment status.In recent years, the concept of the full-time student come outs to be disappearing. From about age sixteen, an overwhelming majority of students, both gritty school and college, work while they attend school. This average is about 85% for most college students (Bradley, 2006). However, high costs everything from apparel to tuition drives these workers into their part-time jobs which are generally retail and service related businesses for an average of fifteen h ours per hebdomad (Bradley, 2006).Generally, most studies do identify some differences in academic consummation and attitude, but these differences are non as great as population once may have believed. Generally, studies find very few introductory differences between working and non-working students, especially in college. However, the intensity of the job and the progeny of hours worked did seem to affect academic performance in many students at the high school aim.Generally longer hours meant more stressors on the exclusive and had a proscribe affect on their grades, which translates into about a half of a grade point average(GPA) point lower than not working students or students who work solitary(prenominal) a few hours, perhaps on the weekends (Weller et al, 2003). Oettinger (1999) also found this to be true, and celebrated that minority students tended to be more affected by the GPA drop than white students. He noted his drop in GPA to be about . 20 points and to be most obvious in students working more than cardinal hours per week.These studies corroborates a study done nearly twelve years earlier in which the seekers found, alikely, that students who put in longer hours at their jobs suffered lower grades, higher absenteeism, and slight interest in school in general which was seen in negative behaviors while in school (Perils of underemployed Work for Teens, 1991). At the college level, these differences were little noticeable. Ironically, Bradley (2006) found that the grade point averages were highest for students who did not work AND for students who worked more than twenty hours per week.This seems to contradict the research done on high school students, suggesting that due date and attitude may also play a part in the employment/grades debate. look for has also been conducted on academic attitude and lore as they relate to grades. In high school, students who worked longer hours did not seem to have much distress about their gra des as a resolution of the employment Those who had jobs displayed no advantage over the others in self-reliance, self-esteem or attitude toward work (Perils of Part-time Work for Teens, 1991).In addition, students who worked even seemed to breed less school stress, possible because they had less interest in school, as mentioned above. Moreover, researchers explain this more blase attitude toward schools by the findings that students who worked were more apparent to report avoiding difficult classing, cheating on exams, and copying homework from friends (Weller et al, 2003 Perils of Part-time Work for Teens, 1991). This was not the case for university students.In college, students who worked perceived that their employment DID affect their grades even when the researchers found little or no interest in grades between non-workers and workers at the college level. Both working and non-working college students showed a high level of interest in their grades and expressed an overall entrust to achieve a high level of academic performance. Students who did not work stated that did not do so in order to focus on their studies, and they believed that their studies benefited from this supererogatory time.Again, though, the studies showed no difference in the GPAs of working and non-working college students (Bradley, 2006). Instead many researchers debate how college students who work so many hours are able to keep similar GPAs to those that do not work. Bradley (2006) suggests that nonworking students may be spending similar time with other activities such as sports, extracurricular clubs, or even affectionateness for dependents at home. He also proposes that the non-working students and the working students may be plan of attack homework and study in disparate ways.He notes that non-working students may be most likely to adopt a deep learning style, pillowcaseized by intrinsic interest in the subject content and a desire to maximize understanding of this co ntent and that working students may be more likely to adopt an achieving style aimed at maximizing grades through the potent use of space and time. These learned differences could certainly account for the way different students juggle the demands of work.It is certainly helpful to note when employment can be an effect socialization tool aimed at building strong character and organizational skills and when it can be a definite academic detriment. Research shows that more differences exist for high school students than for college students, and that the majority of the college differences exist only in perception, not in actuality. This gives rise to the possibility of further research which could focus on the characteristics of working students who do keep their GPAs high.