Abstract
ABSTRACTThis study empirically assesses the thesis that student employment only hurts academic performance for students with a primary orientation towards work (versus school). To this end, we analyse unique data on tertiary education students’ intensity of and motivation for student employment by means of a state-of-the art moderation model. We find, indeed, only a negative association between hours of student work and the percentage of courses passed for work-oriented students. This finding may explain the contradictory results in the literature neglecting this factor.
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