Some effects of teenagers' part‐time employment: The quantity and quality of work make the difference

Abstract

Abstract We investigated the associations of the quantity and quality of part‐time employment with the school performance (amount of class cutting, homework, and average grades) and personal functioning (self‐esteem and time use) of high‐school students. Two hypotheses were tested: (a) working long hours would be associated with detrimental effects, but (b) the quality of employment would moderate these effects, such that employment quantity would be associated with detrimental effects only for low quality jobs. Data from 563 high school students ( n = 233 in part‐time employment) provided support for the hypotheses. Conceptual, practical and policy ramifications of these findings are considered.