The Relationship between Employment, Perceived Stress, and Academic Self-Efficacy and Milestones


Kneadee Lester Jackson, Senior, Psychology, College of Arts and Letters

Faculty Mentor(s):

Dr. Ruth Greene, Johnson C. Smith University
Dr. Douglas Cooper, Johnson C. Smith University


Social Sciences


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.


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