FACTORS INFLUENCING THE BALANCE BETWEEN ACADEMIC PERFORMANCE AND PART-TIME WORK AMONG UNIVERSITY STUDENTS IN VIETNAM

Trang Nguyen; Hoa Nguyen; Huong Pham; Nghia Le; Quan Le

doi:10.65153/5mp8az62

Các tác giả

Trang Nguyen International Training and Cooperation Institute, East Asia University of Technology Tác giả
Hoa Nguyen International Training and Cooperation Institute, East Asia University of Technology Tác giả
Huong Pham International Training and Cooperation Institute, East Asia University of Technology Tác giả
Nghia Le International Training and Cooperation Institute, East Asia University of Technology Tác giả
Quan Le International Training and Cooperation Institute, East Asia University of Technology Tác giả

DOI:

https://doi.org/10.65153/5mp8az62

Từ khóa:

Part time jobs, study performance, university students, working part time

Tóm tắt

This study investigates the factors influencing the balance between academic performance and part-time work among university students in Vietnam. Through the application of Cronbach’s Alpha, Exploratory Factor Analysis (EFA), and Multiple Linear Regression using SPSS 26, two major groups of factors were identified: personal perceptions and external influences (including academic, work-related, and social dimensions). The findings reveal that scattered class schedules, unengaging curricula, overly attractive part-time jobs, and distant workplaces are key disruptors of academic balance. Interestingly, although students working more than 20 hours per week showed a higher average GPA than peers working fewer hours, this difference was not statistically tested and may be influenced by the small sample size in this subgroup. Moreover, high-performing students reported spending on average 43.04 minutes preparing before each one-hour class—a useful but only reference-based benchmark that requires further validation. The research contributes to the theoretical understanding of student work-study dynamics by integrating the Social Cognitive Career Theory and Career Shock model to explain how students' academic motivation is impacted by market-driven work expectations. On the practical level, this paper provides actionable recommendations for universities, such as curriculum restructuring, career support services, and timetable consolidation, to help students maintain an optimal balance. A reference-based time allocation formula is also proposed to guide students in planning class preparation time effectively. Limitations include the convenient sample and the lack of confirmatory factor analysis, which should be addressed in future research.