Reconsidering the Relationship Between Student Employment and Academic Outcomes

By John Robert Warren. 2002

151 citations recorded by the source corpus.

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Citations in the corpus

Wishing to work: New perspectives on how adolescents’ part-time work intensity is linked to educational disengagement, substance use, and other problem behaviours (2003, background): “This may be particularly true for those adolescents whose primary orientation is with the student role (Warren, 2002) and who are therefore committed to school-related activities.”
The effect of the fit between secondary and university education on first‐year student achievement (2010, methodology): “However, the zero‐sum model has been criticized for application in the context of higher education (Warren 2002 ).”
DOES STUDENT WORK REALLY AFFECT EDUCATIONAL OUTCOMES? A REVIEW OF THE LITERATURE (2018, unknown): “Another theory that supports a negative association between student work and educational success is the Primary Orientation Theory (Baert, Marx, Neyt, Van Belle, & Van Casteren, in press; Bozick, 2007; Warren, 2002), often cited in the field of sociology.”
Making It Through the First Year of College: The Role of Students' Economic Resources, Employment, and Living Arrangements (2007, background): “Students who work are equally as likely to be engaged in school as are those who do not work (Shanahan and Flaherty 2001; Warren 2002).”
Consequences of Employment During High School: Character Building, Subversion of Academic Goals, or a Threshold? (2005, background): “…1991a, 1991b, 1992), commitment to school (e.g., Marsh, 1991a, 1992), investment in school (e.g., Greenberger & Steinberg, 1986), and identification with school (Finn, 1989; see also Warren, 2002; Warren et al., 2000; Warren & Lee, 2003) instead of in terms of the physical dimension of time.”
Does working during higher education affect students’ academic progression? (2014, background): “However, these differences may be related not to the negative effect of employment per se, but to observed or unobserved pre-existing differences between the two groups of students, such as social background, ability and motivation (Warren et al. 2000; Warren 2002).”