Trabajar y estudiar: impactos sobre el desempeño académico de estudiantes universitarios.
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| Title: | Trabajar y estudiar: impactos sobre el desempeño académico de estudiantes universitarios. |
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| Alternate Title: | Work and Study: Impacts on the Academic Performance of University Students. Trabalhar e estudar: impactos no desempenho acadêmico de estudantes universitários. |
| Authors: | Preciado, Andrés Felipe Chaparro1 andres.chaparro4@est.uexternado.edu.co, Alfonso, Nicolás Armando Briceño1 nicolas.briceno3@est.uexternado.edu.co |
| Source: | Educación y Educadores. ene-abr2026, Vol. 28 Issue 1, p1-24. 24p. |
| Subject Terms: | *Academic achievement, *College students, *Standardized tests, Gender differences (Sociology), Socioeconomic factors, Instrumental variables (Statistics) |
| Geographic Terms: | Colombia |
| Abstract (English): | This study examines the effects of employment on the academic performance of university students in Colombia, based on the hypothesis that students who work tend to have lower academic performance compared to those who do not. Data from the Saber Pro tests from 2016 to 2019 were used, employing an instrumental variable model related to tuition payment methods (personal funds or student loans). The findings confirmed that these variables are exogenous and relevant, as they affect the likelihood of working but do not directly influence the scores obtained. The analysis showed that working reduces the overall score by 0.53 standard deviations, equivalent to 11.55 points on the Colombian Institute for the Evaluation of Education (Icfes, by its acronym in Spanish)scale, and its impact remained negative and significant across each test module. Additionally, significant negative heterogeneous effects of working were identified in some modules, specifically for women and students from public institutions. This study offers recommendations that could help mitigate the impact on scores and improve the academic performance of students in the country. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este estudio investiga el impacto de trabajar sobre el rendimiento académico de los estudiantes universitarios en Colombia, basándose en la hipótesis de que los estudiantes que trabajan obtienen un rendimiento académico inferior en comparación con aquellos que no lo hacen. Se utilizaron datos de las pruebas Saber Pro de 2016 a 2019, empleando un modelo de variables instrumentales relacionadas con los métodos de pago de la matrícula (recursos propios o crédito educativo). Los resultados confirmaron que estas variables son exógenas y relevantes, ya que impactan la probabilidad de trabajar, pero no influyen directamente en los puntajes obtenidos. El análisis mostró que trabajar reduce el puntaje global en 0,53 desviaciones estándar, equivalente a 11,55 puntos en la escala del Instituto Colombiano para la Evaluación de la Educación (Icfes), y su impacto continuó negativo y significativo en cada uno de los módulos de la prueba. Además, se identificaron efectos heterogéneos negativos relevantes de trabajar en algunos módulos, específicamente para mujeres y estudiantes de instituciones públicas. Este estudio ofrece recomendaciones que podrían ayudar a mitigar el impacto sobre los puntajes y mejorar el desempeño académico de los estudiantes en el país. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este estudo investiga o impacto do trabalho no desempenho acadêmico de estudantes universitários na Colômbia, com base na hipótese de que os estudantes que trabalham apresentam um desempenho acadêmico inferior ao daqueles que não trabalham. Foram utilizados dados das provas Saber Pro, aplicadas entre 2016 e 2019, empregando-se um modelo de variáveis instrumentais relacionadas aos métodos de pagamento da matrícula (recursos próprios ou crédito estudantil). Os resultados confirmaram que essas variáveis são exógenas e relevantes, pois afetam a probabilidade de trabalhar, mas não influenciam diretamente as pontuações obtidas. A análise mostrou que trabalhar reduz a pontuação global em 0,53 desvios-padrão, equivalente a 11,55 pontos na escala do Instituto Colombiano para a Avaliação da Educação Superior (ICFES), e o impacto se manteve negativo e significativo em todos os módulos do exame. Além disso, foram identificados efeitos heterogêneos negativos significativos do trabalho em alguns módulos, especificamente entre mulheres e estudantes de instituições públicas. Este estudo oferece recomendações que podem contribuir para mitigar o impacto sobre as pontuações e melhorar o desempenho acadêmico dos estudantes no país. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This study examines the effects of employment on the academic performance of university students in Colombia, based on the hypothesis that students who work tend to have lower academic performance compared to those who do not. Data from the Saber Pro tests from 2016 to 2019 were used, employing an instrumental variable model related to tuition payment methods (personal funds or student loans). The findings confirmed that these variables are exogenous and relevant, as they affect the likelihood of working but do not directly influence the scores obtained. The analysis showed that working reduces the overall score by 0.53 standard deviations, equivalent to 11.55 points on the Colombian Institute for the Evaluation of Education (Icfes, by its acronym in Spanish)scale, and its impact remained negative and significant across each test module. Additionally, significant negative heterogeneous effects of working were identified in some modules, specifically for women and students from public institutions. This study offers recommendations that could help mitigate the impact on scores and improve the academic performance of students in the country. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01231294 |
| DOI: | 10.5294/edu.2025.28.1.4 |
