Working and Non-Working University Students: Anxiety, Depression, and Grade Point Average

Abstract

This study explored the differences between 110 working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of student employment were determined using a job questionnaire. Data analyses revealed no significant difference in depression between working and non-working students; however, working students displayed more anxiety than non-working counterparts and reported more stress and fewer buffers. Unlike previous research, there was no difference in the grade point averages of working and non-working students, nor differences in perception of the problems and benefits of work. ********** The student body of colleges and universities is changing as the traditional college student was once defined by the following characteristics: (a) enrolled in college directly after high school, (b) relied on parents for financial need, and (c) refrained from working or worked limited hours during a semester. Students were also much younger, ranging between 18 to 22 years old (Kohler, Munz, & Trares, 2007). Approximately ten years ago, only 27 percent of students fit this model, and the traditional student has fallen into the minority (Choy, 2002). Svanum and Bigatti (2006) referred to the students who do not fit traditional model as the new majority or nontraditional students. Nontraditional students are an eclectic group of people who are members of one or more of the following groups: (a) postpone entering college, (b) enroll part-time, (c) work full-time, (d) rely on selves financially, (e) financially support others, (f) single parent, (g) did not earn a high school diploma (may have pursued a GED or other equivalent), (h) received education from a 2-year program, and (i) is female (Choy, 2002; Kohler et al., 2007). Carney, McNeish, and McColl (2005) noted that older students (between the ages of 25-34) appeared to suffer from more distress related to emotions, social functioning, mental health, and lack of energy. Whether a person is a nontraditional or traditional student, problems arise in balancing both school and a personal life. How well they handle these problems may be determined by how much school the student has completed (Yum, Kember, & Siaw, 2005). Students are categorized as either experienced or novice. Experienced students may have a better idea of what the demands are when attempting both a college education and having other commitments, in contrast to novice students who may not have experienced balancing multiple roles before. Roles Swanson et al. (2006) defined roles as norms and expectations of behaviour that are assigned by significant others to a specific position, and provide a method for the role incumbent to organize expectations by reference to a social structure (pg. 897). Most students have other roles, including being parents, workers, significant others, citizens, etc. (Holies, 2008; Lowe & Gayle, 2007). Yum et al. (2005) argued that in each student's life, there was overlap in four domains. The four domains included the self, work, family, and social life. In the self domain, working students had to sacrifice time and finances while creating a schedule that would be suitable for studying. The work domain required students to accommodate employers by being available to work around or instead of studying and attending lectures. In the family domain, working students' other roles impacted how time spent with family was fulfilled. Finally, working students found it easiest to give up time spent with friends (social life domain) in favor of studying or spending time with family, which has been connected to increased depression (Mikolajczyk et al., 2008) Working Students The number of students who decide to attend a university and attempt outside employment has increased over the years, and now most students choose to work while attending school (Broadbridge & Swanson, 2005; Curtis, 2007; Holies, 2008; Swanson, Broadbridge, & Karatzias, 2006). …

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