Kneadee Lester Jackson, Senior, Psychology, College of Arts and Letters
Dr. Ruth Greene, Johnson C. Smith University
Dr. Douglas Cooper, Johnson C. Smith University
The present study examined the relationship between the number of hours worked per week, self-reported academic self-efficacy and perceived completion of academic milestones. A sample of African-American undergraduates indicated how many hours they worked per week as well as measures of perceived stress, academic self-efficacy, and academic milestones. It was hypothesized that a greater number of hours correlated with lower levels of academic self-efficacy, acadmic milestones and higher levels of perceived stress. Results supported all three hypotheses revealing a significant correlation between a self-reported number of hours worked per week and lower level measures of academic self-efficacy, academic milestones and higher levels of perceived stress.