Revisiting the Time Trade-Off Hypothesis: Work, Organized Activities, and Academics During College
Revisiting the Time Trade-Off Hypothesis: Work, Organized Activities, and Academics During College
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DOI：
10.1007/s10964-014-0215-7
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发表时间：
2015-08-01
影响因子：
4.9
通讯作者：
Maggs, Jennifer L.
中科院分区：
文献类型：
--
作者：
Greene, Kaylin M.;Maggs, Jennifer L.
青少年如何度过他们的时间对他们的教育，健康和劳动力市场的结果有长期的影响，但令人惊讶的是，很少有研究探讨了学生在几天和几个学期的时间使用。目前的研究使用了来自美国东北部一所大型公立大学的大学生样本（n = 726，M（年龄）= 18.4）的纵向每日日记数据，该数据在七个学期中的每个学期中被跟踪14天（每个学生最多98天）。这项研究有两个主要目的。第一个目的是探讨就业时间，有组织的活动时间和学习时间的人口相关性。第二个目的是对时间权衡假设进行严格的检验，该假设表明，当学生花更多时间在就业和课外活动上时，他们花在学术上的时间会更少。结果表明，时间的使用因性别、父母教育程度和种族/民族而异。此外，多水平模型的结果为时间权衡假设提供了一些支持，尽管相关性因活动类型和当天是否是周末而异。花在就业上的时间越多，花在学术上的时间就越少，而有组织的活动只与日常学术上的时间有关。就业和学业之间的负面联系在工作日最为明显。这些结果表明，学生可能会在几天内平衡某些活动，而其他活动可能会在更长的时间内竞争（即，学期）。
How adolescents spend their time has long-term implications for their educational, health, and labor market outcomes, yet surprisingly little research has explored the time use of students across days and semesters. The current study used longitudinal daily diary data from a sample of college students attending a large public university in the Northeastern US (n = 726, M (age) = 18.4) that was followed for 14 days within each of seven semesters (for up to 98 diary days per student). The study had two primary aims. The first aim was to explore demographic correlates of employment time, organized activity time, and academic time. The second aim was to provide a rigorous test of the time trade-off hypothesis, which suggests that students will spend less time on academics when they spend more time on employment and extracurricular activities. The results demonstrated that time use varied by gender, parental education, and race/ethnicity. Furthermore, the results from multi-level models provided some support for the time trade-off hypothesis, although associations varied by the activity type and whether the day was a weekend. More time spent on employment was linked to less time spent on academics across days and semesters whereas organized activities were associated with less time on academics at the daily level only. The negative associations between employment and academics were most pronounced on weekdays. These results suggest that students may balance certain activities across days, whereas other activities may be in competition over longer time frames (i.e., semesters).