Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Cognitive Development During Adolescence

Cognitive Development During Adolescence

During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the recognition that people have...

Self-Evaluation: Self-Enhancement and Self-Verification

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...

Influence of Parents and Peers on Identity

Influence of Parents and Peers on Identity

Adolescence is a pivotal period of identity formation, during which individuals begin to answer questions central to their sense of self, such as "Who am I?" and "Who do I hope to become?" Both parents and peers play critical roles in guiding adolescents through this complex developmental phase.
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth. This guiding role...

Ethnic Identity within a Larger Culture

Ethnic Identity within a Larger Culture

Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...

Sources of Self-Esteem I: Family Experience

Sources of Self-Esteem I: Family Experience

Self-esteem, a crucial component of psychological development, is significantly shaped by familial experiences. The early parent-child relationship serves as a foundational influence on a child's self-concept, with long-lasting effects extending into adolescence and adulthood.Parental Behaviors and Early Self-Esteem FormationEmpirical studies have identified four principal parental behaviors that foster healthy self-esteem in children. These include expressions of acceptance, affection, and...

Sources of Self-Esteem II: Performance Feedback

Sources of Self-Esteem II: Performance Feedback

Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem: self-efficacy,...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Predictors of Adolescent Intentions to Quit Vaping Nicotine.

The Journal of adolescent health : official publication of the Society for Adolescent Medicine·2026

Same author

The Long-term Effects of Adolescent Work on Adult Socioeconomic Attainment.

Research in social stratification and mobility·2026

Same author

Changes in ENDS Harm Perceptions Predict Intentions to Initiate ENDS Use in Tobacco-Naive Adolescents.

Journal of studies on alcohol and drugs·2026

Same author

Risk and Protective Factors Associated With Susceptibility to Electronic Nicotine Delivery Systems Initiation in Adolescence.

Nicotine & tobacco research : official journal of the Society for Research on Nicotine and Tobacco·2025

Same author

Risk of adolescent cigarette use in three UK birth cohorts before and after e-cigarettes.

Tobacco control·2025

Same author

Youth Initiation of Cannabis Vaping Is Associated With State Cannabis Policy and E-Cigarette Use.

The Journal of adolescent health : official publication of the Society for Adolescent Medicine·2025

Search research articles

Related Experiment Video

Updated: Jun 9, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT.

Jeremy Staff¹, John E Schulenberg, Jerald G Bachman

¹The Pennsylvania State University.

Sociology of Education

|August 31, 2010

Summary

Teenagers working more than 20 hours weekly see lower academic performance. Even the desire for intensive work correlates with school difficulties, suggesting a significant impact on student achievement.

More Related Videos

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Related Experiment Videos

Last Updated: Jun 9, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Area of Science:

Sociology of Education
Developmental Psychology
Youth Studies

Background:

Extensive part-time work among adolescents is linked to diminished school performance.
Two primary hypotheses exist: work displacement from academic activities or spurious correlation due to pre-existing student differences.
Previous research often overlooks the nuance of work intensity and desire for work.

Purpose of the Study:

To investigate the impact of teenage employment on academic performance and engagement.
To differentiate between actual work hours and the desire for intensive work.
To address potential spuriousness in the work-performance relationship using longitudinal data.

Main Methods:

Utilized longitudinal data from the Monitoring the Future project across 8th, 10th, and 12th grades.
Employed a two-level hierarchical model to analyze within-individual changes in paid work and academic outcomes.
Compared academic performance and orientation of students in high-intensity jobs versus those jobless but desiring intensive work.

Main Results:

Working over 20 hours per week negatively impacts school performance.
The mere desire for intensive work shows a correlation with academic difficulties, mirroring the effects of actual intensive employment.
Findings suggest that factors beyond actual work hours influence academic outcomes.

Conclusions:

Both actual intensive work and the desire for it are associated with poorer academic performance in teenagers.
The study highlights the importance of considering students' work aspirations alongside their employment status.
Further research should explore the mechanisms linking work intensity, work desire, and academic engagement.