Students who choose to work part-time in their leisure time may enjoy additional benefits such as the opportunity to acquire new skills and generate money; however, this may also mean that they have less time to dedicate to their academic endeavors as well as other hobbies and interests. This results in paying for essays and poor school attendance. 

THE STATISTICS 

Teenagers commonly work, either for pay or for free, from the comfort of their own homes. The Organization for Economic Co-operation and Development (OECD) reports that, on average, 23 percent of kids are employed in a job that pays them, and that 73 percent of children often perform chores around the house either before or after school.

Children who originate from households with lower incomes put in an average of six percent more hours of work per week than children who come from families with higher incomes (26 percent vs. 20 percent). Within the region of Latin America, Peru exhibited the most direct correlation between a student’s socioeconomic standing and their likelihood of finding paid employment (there are 29 percent fewer children of wealthier families in paid work).

In 16 different countries, students who come from houses with lower incomes are more likely to pitch in and help out around the house than students who come from homes with higher incomes. A stronger focus on housekeeping is placed on both male and female students in the cities of Beijing, Shanghai, Jiangsu, and Guangdong in China, as well as in Colombia and Peru. Countries with a gender disparity of at least 10% include China, Colombia, Costa Rica, Greece, Hungary, Peru, Qatar, and Singapore. The United Arab Emirates also has a gender gap of at least 10%.

Children who come from wealthy families are more likely to pitch help around the house than children who come from families with lower incomes in countries that are members of the OECD and Scandinavia (with the exception of Iceland).

THE FACTORS OF INFLUENCE

1. Siblings

The demand for labor from adolescents rises when there are a large number of siblings living with one or more of the parents or when there are representatives from a variety of generations in the household. When compared to other countries, the United States has the highest GDP per capita, but its student employment rate is among the lowest in the developed world.

2. Gender

Boys have an 11% higher likelihood than girls of working for money, but they have a lower likelihood of performing duties that are unpaid. 

According to the findings of the study, there is a correlation between having brothers and an increased likelihood of housework participation among females in Africa and Asia. Countries in Asia, in particular, are disproportionately impacted by this issue. 

This difference is most likely caused by the fact that there are fewer opportunities available to girls and women in countries where gender norms are firmly enforced to pursue vocational training than there are for boys.

THE IMPACT ON ACADEMIC PERFORMANCE

Students who work in the scientific industry, whether full-time or part-time, typically have a lower academic performance overall. Employees who are compensated for their work are more likely to accomplish greater results than their peers who do not receive payment. In OECD countries, on average, there is a disparity of thirteen points between persons who assist out at home and those who don’t help out at all. There is a single distinction that can be made between students who work for money and those who do not. 

The researchers have a hunch that the unique tastes of each student may be responsible for some of these findings, but they can only hypothesize. If a child is a teenager and has significant academic interests and goals, it is possible that they will choose to work fewer hours throughout the academic year. She chooses to take on the part-time job wherever possible to protect her academic standing.

Students who come from wealthy households are more likely to have a negative link between their work position and their academic ability than students who come from families with a lower socioeconomic level. On average across OECD nations, students who come from wealthy homes but do not contribute financially to the household score 68 points worse than students who come from wealthy families but do not work (the largest gap was recorded in South Korea at 122 points). For children who come from families with poor incomes, this disparity is 49 points.

THE REASONING BEHIND

Those who choose long-term labor (such as a job that calls for a significant investment of time and energy), on the other hand, are more likely to engage in undesirable behavior and receive poor marks. For a lot of kids who aren’t interested in school anymore, getting a job is the first step toward quitting school. From this point of view, having a job does not automatically hamper one’s ability to advance academically. These are the kind of activities that students participate in when they no longer have an interest in obtaining academic success. 

More information is required for the researchers if they are to thoroughly grasp or limit the amount of drive that students have to work, regardless of what they write. Students who come from affluent homes are less likely to have a desire to work since they have more opportunities to avoid doing so.

HOME DUTIES

It is less likely that a student’s grades would suffer as a result of their participation in household chores. Boys in OECD nations who reported helping out around the house received an average of 14 points lower on standardized tests. The difference between the sexes is 10 points more pronounced in women. 

According to the findings of several studies, those who work outside the home are expected to put in more effort and put in longer hours than those who work from home. 

Students who are doing part-time jobs are equally as happy with their lives as their counterparts who do not have jobs outside of school. Students who were employed, on the other hand, were more likely to indicate that they had the impression that they were on the outside looking in at their educational institution. The number of students who wish to quit school after high school has increased by 11 percent, the number of students who are tardy has increased by 9 percent, and the number of students who skip school has increased by 4 percent. 

On the other hand, kids’ discontent with school is only tangentially connected to the amount of homework they have to complete.