U6 A
To work or not to work - That is the question
鎵撳伐杩樻槸涓嶆墦宸モ�斺�旇繖鏄釜闂
There are numerous and reliable ways by which one can measure the impact of
employment on student achievement, and we used several in our research. We
compared the grades of students who work a great deal with those who work in
limited amounts or not at all. We also contrasted workers with non-workers, on
different indicators of their commitment to education. Additionally, we followed
students
over
time
as
they
increased
or
decreased
their
work
hours,
and
we
assessed how different patterns of employment altered school performance and
engagement.
瑕佽 閲忓伐浣滅粡鍘嗗瀛︾敓鎴愬氨鐨勫奖鍝嶆湁璁稿鍙潬鐨勬柟娉曘�?/p>
鍦ㄦ垜浠殑鐮旂┒涓紝
鎴戜滑閲囩敤浜嗗嚑绉嶆柟
娉曘�?/p>
鎴戜滑姣旇緝浜嗘墦寰堝宸ョ殑瀛︾敓鍜屾墦宸ユ椂闂存湁闄愭垨鑰呮牴鏈笉鎵撳伐鐨勫鐢熺殑瀛︿範鎴愮哗銆?/p>
鎴戜滑涔?/p>
瀵规瘮浜嗘墦宸ュ鐢熷拰涓嶆墦宸ュ鐢熷湪瀛︿範鎶曞叆绋嬪害鏂归潰鐨勪笉鍚屾寚寰併�傚彟澶栵紝鎴戜滑闀挎湡璺熻釜瀛︾敓锛?/p>
浜嗚В浠栦滑鍦ㄦ墦宸ユ椂闂村鍔犳垨鍑忓皯鏃剁殑琛ㄧ幇銆?/p>
鑰屼笖锛?/p>
鎴戜滑杩樿瘎浼颁簡涓嶅悓鐨勬墦宸ユā寮忓浣曟敼鍙樺
涔犳垚缁╁拰瀛︿範鍙備笌搴︺�?/p>
We have simplified and classified the data and the results are clear: The stakes
are high. A heavy commitment to a part-time job during the academic year, say,
working 20 hours per week or more, undermines and significantly interferes with
school
achievement
and
commitment.
Overall,
our
study
offers
proof
that
students who worked more than 20 hours weekly were not comparable to their
classmates. They earned lower grades, spent less time on homework, cut class
more
often,
and
cheated
more
frequently.
And
they
reported
lower
levels
of
commitment to school and more modest educational aspirations.
鎴戜滑鎶婃暟鎹姞浠ョ畝鍖栧拰褰掔被锛?/p>
寰楀嚭鐨勭粨璁哄緢鏄庣‘锛?/p>
瀛︾敓鎵撳伐浠樺嚭鐨勪唬浠峰緢澶с�?/p>
鍦ㄥ骞翠腑鑺辫繃
澶氱簿鍔涘吋鑱屾墦宸ワ紝姣斿锛屼竴鍛ㄦ墦宸?/p>
20
涓皬鏃舵垨鏇撮暱鏃堕棿锛屼細褰卞搷鍜屼弗閲嶅共鎵板涔犳垚缁╁拰
瀛︿範鎶曞叆绋嬪害銆傛�荤殑鏉ヨ锛屾垜浠殑鐮旂┒璇佹槑锛屾瘡鍛ㄦ墦宸ヨ秴杩?/p>
20
涓皬鏃剁殑瀛︾敓瀛︿範鎴愮哗涓?/p>
鍙婄彮涓婂叾浠栧悓瀛︺�備粬浠殑鍒嗘暟鏇翠綆锛岃姳鍦ㄤ綔涓氫笂鐨勬椂闂存洿灏戯紝閫冭鏇撮绻侊紝浣滃紛鏇村父瑙併�傝�?/p>
涓旀嵁鍙嶆槧锛屼粬浠殑瀛︿範鎶曞叆绋嬪害杈冧綆锛屽涔犲織鍚戜篃涓嶅杩滃ぇ銆?/p>
On
the
other
hand,
we
also
detected
a
different
pattern.
Working
for
approximately 10 hours per week or less seemingly does not take a consistent toll
on
school
performance.
Nevertheless,
given
that
half
of
all
employed
seniors,
about
one-third
of
all
juniors,
and
about
one-fifth
of
all
second-year
students
work above the 20-hour limit, indications are that a large number of students are
at risk of compromising their school careers with their part-time jobs.
浣嗘槸锛屾垜浠篃鍙戠幇浜嗗彟澶栦竴绉嶄笉鍚岀殑妯″紡銆傛瘡鍛ㄦ墦宸ュぇ绾?/p>
10
涓皬鏃舵垨鏇村皯鐨勬椂闂村瀛︿範
鎴愮哗浼间箮娌℃湁鎸佺画鐨勫奖鍝嶃�?/p>
涓嶈繃锛?/p>
閴翠簬涓�鍗婄殑澶у洓鎵撳伐瀛︾敓銆?/p>
绾︿笁鍒嗕箣涓�鐨勫ぇ涓夋墦宸ュ鐢熶互
鍙婄害浜斿垎涔嬩竴鐨勫ぇ浜屾墦宸ュ鐢熺殑鎵撳伐鏃堕棿閮借秴杩?/p>
20
涓皬鏃剁殑涓婇檺锛岀敱姝よ〃鏄庯紝鏈夊緢澶氬
鐢熼潰涓村洜鎵撳伐鑰屽嵄鍙婂涓氱殑椋庨櫓銆?/p>
Whereas it is true that more disengaged students are more likely to work long
hours to begin with, it appears that working makes a marginal situation worse. In
other words, over time, the more students work, the less committed to school they
become. When students withdraw from the labor force or cut back on their work