The Effects of Employment Status on Mental Health, Academic Achievement, and Perceptions of Working on College Students PDF Download
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Author: Rebecca L. Mounsey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 74
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Book Description
This study explored the differences between working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and I depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of student employment were determined using a job questionnaire. Participants included 110 undergraduates from lower and upper level psychology and sociology courses. Data analyses revealed no significant difference in depression between working and non-working students; however, working students displayed more anxiety than non-working counterparts. There was no significant difference in the grade point averages of working and non-working students. Finally, there was no significant difference in the perceptions of the benefits and problems of work between the two groups.
Author: Rebecca L. Mounsey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 74
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Book Description
This study explored the differences between working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and I depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of student employment were determined using a job questionnaire. Participants included 110 undergraduates from lower and upper level psychology and sociology courses. Data analyses revealed no significant difference in depression between working and non-working students; however, working students displayed more anxiety than non-working counterparts. There was no significant difference in the grade point averages of working and non-working students. Finally, there was no significant difference in the perceptions of the benefits and problems of work between the two groups.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
Author:
Publisher:
ISBN:
Category : Sociology
Languages : en
Pages : 654
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Author: National Research Council and Institute of Medicine
Publisher: National Academies Press
ISBN: 0309064139
Category : Social Science
Languages : en
Pages : 335
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Book Description
In Massachusetts, a 12-year-old girl delivering newspapers is killed when a car strikes her bicycle. In Los Angeles, a 14-year-old boy repeatedly falls asleep in class, exhausted from his evening job. Although children and adolescents may benefit from working, there may also be negative social effects and sometimes danger in their jobs. Protecting Youth at Work looks at what is known about work done by children and adolescents and the effects of that work on their physical and emotional health and social functioning. The committee recommends specific initiatives for legislators, regulators, researchers, and employers. This book provides historical perspective on working children and adolescents in America and explores the framework of child labor laws that govern that work. The committee presents a wide range of data and analysis on the scope of youth employment, factors that put children and adolescents at risk in the workplace, and the positive and negative effects of employment, including data on educational attainment and lifestyle choices. Protecting Youth at Work also includes discussions of special issues for minority and disadvantaged youth, young workers in agriculture, and children who work in family-owned businesses.
Author: Ryan Paul Hulla
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 217
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Book Description
As costs of higher education increase and the demand for postsecondary skills in the labor market rise, more students will seek employment. Previous research suggests the risks of work demands affecting academic performance and health can often outweigh the potential benefits of working while in school. The purpose of this study was to examine if work demands predict academic performance measures and health outcomes in employed college students. Also, this study investigated if psychosocial factors affected the relationships between work demands and academic performance and health outcomes. In addition, this study examined if themes could be derived in working students' responses to statements about how employment factors interfere with their academics and how dual roles of an employee and student impact their health. The research examined if themes of employment factors interfering with academics could determine differences in academic performance in working students. Finally, it was observed if themes were present describing how dual roles impact students' health related to academic performance.This study did not find support for work demands predicting academic performance but did find support for work demands predicting health outcomes. Perceived injustice had a significant mediating role in the relationship between job satisfaction and sleep quality. In addition, significant differences in academic performance among participants mentioning and not mentioning of work environment, impaired self-regulation, and vitality factors themes existed, and significant relationships of specific health impact themes and academic performance measures were found.
Author:
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 592
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Author: Olwen Bedford
Publisher: Frontiers Media SA
ISBN: 2832500811
Category : Science
Languages : en
Pages : 123
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Author: Yusen Zhai
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The COVID-19 pandemic has upended a plethora of lives worldwide. Students enrolled in institutions of higher education are not immune to the significant impact of the pandemic, encountering myriads of challenges that lead to poor mental health and academic persistence. The pandemic has also created a disproportionate impact on marginalized students, such as racial, ethnic, and sexual minority students as well as students with disabilities, amplifying inequalities in a time of crisis. Constructs investigated, in this study, included the relationships of college students' risk perception of COVID-19, mental health, protective factors (optimism, help-seeking, social support), and academic persistence in response to the COVID-19 pandemic among 1051 college students, including racial, ethnic, and sexual minority students, students with disabilities, international students, and first-generation college students, from various higher education institutions across the United States. Also examined was the risk perception of COVID-19, mental health, protective factors, and academic persistence in different demographic groups of college students in response to the pandemic, shedding light on the disproportionate impact of the pandemic on marginalized college students in the United States. Results from structural equation modeling revealed that both risk perception of COVID-19 and mental health contributed to academic persistence directly and indirectly through protective factors. The greater risk perceptions of COVID-19 were associated with higher levels of academic persistence among college students. Risk perception of COVID-19 and mental health were found to be negatively associated. Results showed that optimism did not mediate the effect of risk perception on help-seeking behaviors but did fully mediate mental health effects on help-seeking behaviors, suggesting that individuals with higher levels of optimism may not underestimate the risk of the infectious disease and thus reduce health-related behaviors. Findings highlighted the fundamental role of social support in mitigating the deleterious effects of the pandemic to promote academic persistence. Findings from this study also provided empirical evidence for the first time, suggesting the positive effects of risk perception of COVID-19 on protective behaviors as well as academic persistence in U.S. college students. Results from the independent sample t-test revealed that marginalized students were disproportionately affected during the COVID-19 pandemic. Racial, ethnic, and sexual minority students and students with disabilities demonstrated less academic persistence, mental health, and social support compared with their peers; meanwhile, they were more likely than their peers to perceive greater risk of COVID-19. The results from structural equation modeling and t-test provided empirical evidence and implications that inform strategic plans at the individual, institutional, community, and policy levels to mitigate the detrimental effects of COVID-19 on college students. Specific implications for higher education leadership, faculty, administrators and stakeholders, mental health providers, professional counselors (e.g., mental health and career counselors), and counselor educators are discussed.
Author: Cheryl Lea Haigh
Publisher:
ISBN:
Category :
Languages : en
Pages : 394
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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