Magister Educationis - MEd / Working students registered for a professional degree, who are also employed in public service, have some interesting hurdles to overcome with finding time for studies (from attending classes, and completing assignments to writing exams). Central to this study is using theories of Critical Temporalities around working university students and the time they have for studies, at home or in the workplace. Critical Temporalities is a way of understanding and describing the time, timing and time-related issues and concerns that the students have. Critical Temporalities examines an often over-looked aspect of working students’ experience as they undertake their professional development studies. The overarching theoretical orientation for this thesis is the contradictions of Cultural Historical Activity Theory (CHAT) as applied to the professional development and time for studies. There is also an analysis of the temporal dimensions theory from sociology of time in the workplace as it relates to time for professional degree studies. Two major insights result from the research. Firstly, a confirmation that there are multi-faceted levels of personal disadvantage (that is, a mix of social and cultural issues) that affect the time for studies related choices of these selected students. And secondly, the particular kind of feeling or perception of acceleration in the pace of life that these students experience whilst studying is a notable feature of their university based professional development.

The globalized world of the early 21st century has had great impact on the labour market. Employees of today are faced with many more options then before, increasing staff turnover rates to very high levels. This raises a lot of interesting aspects in how to create affective, mutual and long-lasting employer-employee relationships in the way the world works today. We have identified part-time working students as a key group to investigate since they possess skills and qualifications that is important to retain within an organisation. More particularly, the purpose of this study is to look at part-time working business student and their relationship towards their current employer, their perceptions, and based on that, how likely it is that they will stay within that organisation after graduation. This has led us to our research question:How part-time working business students’ perception of their current employer influences their future career decisions?In the research field of Employee Retention, there is a lack of research on part-time workers, and even more lacking on part-time working students. A theoretical foundation has been created based on different aspects of this subject. Motivational theories, dividing motivation to either Intrinsic or Extrinsic to cover what motivates students in different settings is considered. Branching from motivational theories, the Expectancy theory is used to analyse the reasoning between potential outcomes, in this case job alternatives. As decisions regarding job alternatives shapes the future careers of young workers, research on career decisions with a focus on students, point out specific implications regarding the target group. Finally, to complement our foundation with research regarding the students’ relationship with their current employers, research on Employee Retention adds different predictors of staff turnover. Those predictors are used in order to understand why students say or leave an organisation.In order to answer our research question and to gain deep understanding, we have conducted qualitative interviews with business student at Umeå University. The interviewed students all have different part-time jobs, as to cover as many different organisations as possible. The study shows that part-time working students are influenced in their career decisions by their perception of their current employers and experiences from the job. Regardless of positive or negative experience, intrinsic aspects are desired from future careers, as well as development opportunities. The extent to which the organisation shows an interest in the students’ future development also influences the students’ attitude towards the organisation. However, regarding staying in the current organisations after graduation, the students are faced with issues beyond their control, like geographical complications.

Introdução - A sonolência é descrita como a interação entre o momento circadiano para adormecer e o aumento da necessidade de sono, e está em geral, associada ao decréscimo do alerta, do tempo de reação, da memória, da coordenação psicomotora, do entendimento da informação, do tempo para se tomar decisões, da maior incidência de uso de substâncias estimulantes e de substâncias álcoolicas. Na adolescência, a sonolência limita as perspectivas dos adolescentes quanto ao seu desenvolvimento intelectual. Muito pouco se conhece sobre a percepção da sonolência em estudantes trabalhadores. Objetivo - Verificar variações da sonolência ao longo do dia e o possível impacto das atividades diárias e estilos de vida na sonolência em estudantes. Metodologia - A população estudada compreendem estudantes trabalhadores e não-trabalhadores, alunos do ensino médio do período noturno de uma escola pública estadual da cidade de São Paulo, SP. Participaram estudantes entre 14 e 21 anos de idade incompletos. Os estudantes selecionados preencheram os questionários de: caracterização das condições de vida, saúde e sono, matutinidade-vespertinidade, caracterização das condições de trabalho e freqüência alimentar. Em seguida foi realizada a obtenção de registros sobre o ciclo vigília-sono dos estudantes através de métodos subjetivos (Protocolo diário de atividades, diário de sono e escala de sonolência) e objetivos (Actimetria). As variáveis sócio-demográficas, estilos de vida, condições de trabalho e do ciclo vigília-sono foram testadas através do teste t-Student, ANOVA para três fatores (dia da semana, horário e trabalho), Qui-Quadrado de Pearson (c2) e análise de regressão. Resultados - 1) a duração média do sono nos dias da semana para os estudantes trabalhadores foi em torno de 7h, enquanto a duração do sono dos estudantes não trabalhadores foi em torno de 9h; 2) os padrões de sonolência de estudantes trabalhadores são diferentes dos estudantes não-trabalhadores. Verificamos que os estudantes trabalhadores são mais sonolentos que os estudantes não-trabalhadores no primeiro registro diário (07├ 09 h) e no último (22├ 24 h). Verificamos que os estudantes trabalhadores são mais sonolentos que estudantes não-trabalhadores na segunda-feira após o almoço (13├ 15 h), na quarta-feira durante as aulas (19├ 21 h) e na sexta-feira antes de dormir (22├ 24 h). Aos domingos, entre 22├ 24 h foi encontrada o maior nível de sonolência entre os estudantes trabalhadores. Também, neste momento, os trabalhadores são mais sonolentos que os estudantes não-trabalhadores em todos os outros dias e horários; 3) os fatores independentemente associados a estar sonolento foram: trabalhar, ser do sexo feminino, consumir álcool, ter maior dificuldade para adormecer e ir dormir após as 24h. Conclusões - Os padrões de sonolência de estudantes trabalhadores são diferentes dos estudantes não-trabalhadores e as variáveis do ciclo vigília-sono interferem nos níveis de sonolência ao longo do dia. Além dos fatores cronobiológicos outros fatores estão relacionados às mudanças nos níveis da sonolência: a) fatores individuais; b) fatores sociais; c) fatores sócio-demográficos e d) estilos de vida. Essa gama de fatores acaba levando ao aumento da sonolência no início e fim do dia para os estudantes trabalhadores, podendo interferir no rendimento escolar e prejudicar o desenvolvimento físico e mental, característicos da adolescência. Programas de intervenção tais como, o conhecimento sobre a higiene do sono e as políticas de inserção social que permitam aos estudantes manter um padrão de vida adequado sem ter que sujeitar a longas jornadas de trabalho enquanto na adolescência, devem ser implementados. / Introduction – Sleepiness is described as an interaction between the circadian phase and the increase in pressure to sleep. In general, it is associated with a decrease in alertness levels, reaction time, memory, psychomotor coordination, information assimilation, time to take decisions, and larger consumption of stimulant and alcoholic substances. In adolescence, sleepiness restricts the adolescent’s perspectives as to his/her intellectual development. Knowledge on perception of sleepiness in working students is poor. Objective – Verifying patterns of sleepiness along the day and the possible impact of daily activities and life styles on sleepiness among working and non-working students. Methods – The population studied comprised working and non-working high school students attending evening classes (19:00-22.30pm) at a public school in São Paulo, Brazil. The study group consisted of working and non-working students aged 14-21. The students selected filled in a questionnaire on living conditions, health and sleep, morningness-eveningness, characterization of working conditions, and frequency of food consumption. As a second step, records of their sleep-wake cycle were obtained through subjective methods (daily protocol of activities, sleep diary and sleepiness scale), as well as objective methods (Actigraphy). Socio-demographic, life style, work conditions and sleep-wake cycle variables were tested with the use of three-way ANOVA test (week day, time and work), Person’s Qui-Square test (c2) and regression analysis. Results - 1) The average sleep duration for working students during weekdays was around 7 hours, whereas the sleep duration for non-working students was around 9 hours; 2) working students’ sleepiness patterns are different from those of non-working students. We found that working students were sleepier than non-working students in the first period (07:00am-09:00am) and in the last period recorded (10:00pm-12:00pm). We also found that working students were sleepier on specific days: on Mondays after lunch time (01:00pm-03:00pm), on Wednesdays during classes (07:00pm-09:00pm) and on Fridays before bedtime (10:00pm-12:00pm). The highest level of sleepiness among students was found on Sundays, between 10:00pm-12:00pm. Also, at this time period working students in general were sleepier than non-working students, independently of the period and time of the day. 3) Other factors associated with sleepiness were: work, being a female, alcohol consumption, easiness of sleeping and going to bed after midnight. Conclusions – The sleepiness patterns for working students are different from those for non-working students, and the sleep-wake cycle variables interfere in sleepiness levels during the day. In addition to chronobiological factors, there are other factors associated with changes in sleepiness levels: a) individual factors; b) social factors; c) socio-demographic factors; and d) life style. All these factors contribute to increase in working students’ sleepiness at the beginning and end of the day; this may interfere in their school performance, impairing their physical and mental development, which is characteristic of adolescence. Intervention programs, such as those that provide information on sleep hygiene, and those related to social insertion, which would allow students to maintain and adequate life standard without having to be submitted to extended work journeys, should be implemented.

Introdução - A sonolência é descrita como a interação entre o momento circadiano para adormecer e o aumento da necessidade de sono, e está em geral, associada ao decréscimo do alerta, do tempo de reação, da memória, da coordenação psicomotora, do entendimento da informação, do tempo para se tomar decisões, da maior incidência de uso de substâncias estimulantes e de substâncias álcoolicas. Na adolescência, a sonolência limita as perspectivas dos adolescentes quanto ao seu desenvolvimento intelectual. Muito pouco se conhece sobre a percepção da sonolência em estudantes trabalhadores. Objetivo - Verificar variações da sonolência ao longo do dia e o possível impacto das atividades diárias e estilos de vida na sonolência em estudantes. Metodologia - A população estudada compreendem estudantes trabalhadores e não-trabalhadores, alunos do ensino médio do período noturno de uma escola pública estadual da cidade de São Paulo, SP. Participaram estudantes entre 14 e 21 anos de idade incompletos. Os estudantes selecionados preencheram os questionários de: caracterização das condições de vida, saúde e sono, matutinidade-vespertinidade, caracterização das condições de trabalho e freqüência alimentar. Em seguida foi realizada a obtenção de registros sobre o ciclo vigília-sono dos estudantes através de métodos subjetivos (Protocolo diário de atividades, diário de sono e escala de sonolência) e objetivos (Actimetria). As variáveis sócio-demográficas, estilos de vida, condições de trabalho e do ciclo vigília-sono foram testadas através do teste t-Student, ANOVA para três fatores (dia da semana, horário e trabalho), Qui-Quadrado de Pearson (c2) e análise de regressão. Resultados - 1) a duração média do sono nos dias da semana para os estudantes trabalhadores foi em torno de 7h, enquanto a duração do sono dos estudantes não trabalhadores foi em torno de 9h; 2) os padrões de sonolência de estudantes trabalhadores são diferentes dos estudantes não-trabalhadores. Verificamos que os estudantes trabalhadores são mais sonolentos que os estudantes não-trabalhadores no primeiro registro diário (07├ 09 h) e no último (22├ 24 h). Verificamos que os estudantes trabalhadores são mais sonolentos que estudantes não-trabalhadores na segunda-feira após o almoço (13├ 15 h), na quarta-feira durante as aulas (19├ 21 h) e na sexta-feira antes de dormir (22├ 24 h). Aos domingos, entre 22├ 24 h foi encontrada o maior nível de sonolência entre os estudantes trabalhadores. Também, neste momento, os trabalhadores são mais sonolentos que os estudantes não-trabalhadores em todos os outros dias e horários; 3) os fatores independentemente associados a estar sonolento foram: trabalhar, ser do sexo feminino, consumir álcool, ter maior dificuldade para adormecer e ir dormir após as 24h. Conclusões - Os padrões de sonolência de estudantes trabalhadores são diferentes dos estudantes não-trabalhadores e as variáveis do ciclo vigília-sono interferem nos níveis de sonolência ao longo do dia. Além dos fatores cronobiológicos outros fatores estão relacionados às mudanças nos níveis da sonolência: a) fatores individuais; b) fatores sociais; c) fatores sócio-demográficos e d) estilos de vida. Essa gama de fatores acaba levando ao aumento da sonolência no início e fim do dia para os estudantes trabalhadores, podendo interferir no rendimento escolar e prejudicar o desenvolvimento físico e mental, característicos da adolescência. Programas de intervenção tais como, o conhecimento sobre a higiene do sono e as políticas de inserção social que permitam aos estudantes manter um padrão de vida adequado sem ter que sujeitar a longas jornadas de trabalho enquanto na adolescência, devem ser implementados. / Introduction – Sleepiness is described as an interaction between the circadian phase and the increase in pressure to sleep. In general, it is associated with a decrease in alertness levels, reaction time, memory, psychomotor coordination, information assimilation, time to take decisions, and larger consumption of stimulant and alcoholic substances. In adolescence, sleepiness restricts the adolescent’s perspectives as to his/her intellectual development. Knowledge on perception of sleepiness in working students is poor. Objective – Verifying patterns of sleepiness along the day and the possible impact of daily activities and life styles on sleepiness among working and non-working students. Methods – The population studied comprised working and non-working high school students attending evening classes (19:00-22.30pm) at a public school in São Paulo, Brazil. The study group consisted of working and non-working students aged 14-21. The students selected filled in a questionnaire on living conditions, health and sleep, morningness-eveningness, characterization of working conditions, and frequency of food consumption. As a second step, records of their sleep-wake cycle were obtained through subjective methods (daily protocol of activities, sleep diary and sleepiness scale), as well as objective methods (Actigraphy). Socio-demographic, life style, work conditions and sleep-wake cycle variables were tested with the use of three-way ANOVA test (week day, time and work), Person’s Qui-Square test (c2) and regression analysis. Results - 1) The average sleep duration for working students during weekdays was around 7 hours, whereas the sleep duration for non-working students was around 9 hours; 2) working students’ sleepiness patterns are different from those of non-working students. We found that working students were sleepier than non-working students in the first period (07:00am-09:00am) and in the last period recorded (10:00pm-12:00pm). We also found that working students were sleepier on specific days: on Mondays after lunch time (01:00pm-03:00pm), on Wednesdays during classes (07:00pm-09:00pm) and on Fridays before bedtime (10:00pm-12:00pm). The highest level of sleepiness among students was found on Sundays, between 10:00pm-12:00pm. Also, at this time period working students in general were sleepier than non-working students, independently of the period and time of the day. 3) Other factors associated with sleepiness were: work, being a female, alcohol consumption, easiness of sleeping and going to bed after midnight. Conclusions – The sleepiness patterns for working students are different from those for non-working students, and the sleep-wake cycle variables interfere in sleepiness levels during the day. In addition to chronobiological factors, there are other factors associated with changes in sleepiness levels: a) individual factors; b) social factors; c) socio-demographic factors; and d) life style. All these factors contribute to increase in working students’ sleepiness at the beginning and end of the day; this may interfere in their school performance, impairing their physical and mental development, which is characteristic of adolescence. Intervention programs, such as those that provide information on sleep hygiene, and those related to social insertion, which would allow students to maintain and adequate life standard without having to be submitted to extended work journeys, should be implemented.

Made available in DSpace on 2015-05-14T12:16:57Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1238024 bytes, checksum: 5ee10a139204f8c456d41d7155818a3e (MD5) Previous issue date: 2011-08-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this study is to analyze the importance of geography to working students in youth and adults education (EJA) classes. The bibliographical research of relevant literature and documentations was jointly conducted with the department of education in the city of Mamanguape and in the estate of Paraiba in order to find sources that would allow us to understand the conception of municipal education for adult education in general and for geography classes in particular. Thus, we discuss how the geography has been treated in the type of education project. Our methodology included an investigation of the literature relevant to the empirical research. The group under study comprised 7th and 8th grade EJA classes in the Colonel José Castor do Rêgo Municipal Elementary School the city of Mamanguape. We selected five students, chosen because they are workers for whom we used a semi structured interviews focusing on particular geographic category of place and the crosscutting theme for labor in order to achieve our goal. After analyzing the results, we reached the conclusion that students recognize the importance of geography course for their civic education. However, there were some problems, regarding the implementation of adult education mode for this group. These issues are discussed throughout this dissertation. / Este trabalho tem por objetivo analisar a importância da Geografia para alunos trabalhadores de classes de Educação de Jovens e Adultos (EJA). Para tanto foi realizada uma pesquisa bibliográfica e documental junto às Secretarias de Educação do Município de Mamanguape e do Estado da Paraíba na busca de fontes que nos permitissem compreender como foi concebida a educação municipal na modalidade EJA de uma forma geral e, em especial, para a disciplina Geografia. Assim, discutimos como a Geografia foi tratada nos projetos destinados a essa modalidade de ensino. Nossa metodologia abrangeu uma pesquisa bibliográfica associada a uma empírica. Teve como universo a turma de 7ª e 8ª séries da EJA da Escola Municipal de Ensino Fundamental Coronel José Castor do Rêgo do município de Mamanguape. Foram selecionados cinco alunos, escolhidos por serem trabalhadores, para os quais utilizamos uma entrevista semiestruturada, abordando em especial a categoria geográfica lugar e o tema transversal trabalho para a obtenção do nosso objetivo. Após a análise dos resultados, chegamos à conclusão de que os alunos reconhecem a importância da disciplina Geografia para sua formação cidadã, porém, identificamos alguns problemas no que diz respeito à aplicação da modalidade EJA para esse grupo. Estas questões serão discutidas ao longo desta dissertação.

Given that causal attributions of errors contain different motivational and behavioral implications for learning from errors, it is highly relevant for organizations to thoroughly understand the factors that promote functional attributions. This study set out to investigate whether perceived psychological safety is an antecedent of functional and dysfunctional causal attributions of errors and whether this association is mediated by error orientation. A total of 148 German and Swedish working students served as a convenience sample for the current cross-sectional survey study. Participants answered an online survey measuring their perception of psychological safety, error orientation, and causal attributions of errors. Partial correlation analysis, hierarchical multiple regression, and hierarchical binary logistic regression were performed to analyze the data. It was found that perceived psychological safety negatively predicted the orientation toward covering errors as well as the avoidant error orientation, whereas it did not predict the learning from errors orientation. No evidence of error orientation being related to causal attributions of errors, nor a direct or indirect link between perceived psychological safety and causal attributions was found. The results imply that organizations benefit from creating a psychologically safe work environment in that it reduces the counterproductive error orientations.

The fact that every organization is confronted with errors necessitates a thorough understanding of the factors that encourage employees to engage in behaviors that promote learning from errors. Putting reflective activity and two types of feedback seeking into the center of attention, this study addresses the question of whether perceived psychological safety indirectly relates to these behaviors through error orientation. A cross-sectional survey study was conducted on a convenience sample of 154 German and Swedish working students. Participants completed an online survey of their perception of psychological safety, attitudes and reactions toward errors, engagement in reflective activity, and the reasons for seeking feedback, all referring to the work context. The data was analyzed by means of a partial correlation analysis as well as a path analysis to examine the mediating effect of error orientation. However, the parameter estimates of the latter could not be interpreted due to a poor model fit. The results suggest that perceived psychological safety mitigates both the orientation toward covering errors and the avoidant error orientation, while it does not promote the learning from errors orientation. Some support is provided for the three error orientations to differentially relate to reflective activity and the two types of feedback seeking. The results imply that organizations are well advised to cultivate a psychologically safe climate in order to reduce negative attitudes toward errors. The question of whether perceived psychological safety is indirectly relevant for error-related learning behaviors through error orientation remains unresolved though and awaits further research.

The sustainable development of working students in tertiary education institutions is important for student retention and institutional success. As the number of working students is on the rise, it is imperative that the needs of working students are well-recognized to ensure academic satisfaction and engagement. As these students encompass the role of both an employee and a student, inter-role conflict is experienced when pressures from the workplace disrupt academic responsibilities and influence academic outcomes. Therefore, the aim of the present study was to examine the impact of type of employment (part-time employment and full-time employment) on university outcomes, namely academic satisfaction and academic engagement of working students. The study proposed that those working students in part-time employment would on average experience less work-school conflict, more academic satisfaction and more academic engagement than those working students in full-time employment. The study implemented a secondary crosssectional descriptive design, whereby secondary data was used. The study's sample consisted of working students (n = 482). Independent samples t-tests and mediation analyses were conducted to analyse the study's hypotheses. A significant difference was found between those working students who participated in part-time and full-time employment, in terms of their work-school conflict and academic satisfaction. However, no significant difference was found for the academic engagement outcome. The analyses revealed that work-school conflict mediated the relationship between type of employment and academic satisfaction, however mediation effects were not found between type of employment and academic engagement. The findings of the study have theoretical contributions and practical implications for university intuitions and researchers. Lastly, research contributions and suggestions for future research are presented.

No description available.

Com o início da puberdade ocorrem modificações nos componentes biológicos do ciclo vigília-sono. Estes estão associados a fatores sociais, como os horários escolares, lazer e trabalho e podem reduzir as horas disponíveis para o sono. Foi objetivo principal deste trabalho avaliar os padrões do ciclo vigília-sono de estudantes trabalhadores e não trabalhadores, alunos de escola pública do município de São Paulo. Vinte e sete adolescentes entre 14-18 anos de idade responderam ao questionário de caracterização das condições de vida, saúde e trabalho, e simultaneamente, utilizaram actígrafos; preencheram o protocolo diário de atividades e o diário de sono por 15 dias consecutivos. As variáveis analisadas durante a semana e nos fins-de-semana foram: horário de início e término do sono noturno, número e duração dos despertares noturnos, duração do sono noturno, latência subjetiva e eficiência do sono noturno, facilidade em adormecer à noite e despertar pela manhã, qualidade subjetiva do sono noturno, número de cochilos, horário de início e término do cochilo, duração do sono diurno e duração do sono diário. As variáveis foram testadas através da análise de variância (ANOVA) de 1 fator e teste t-Student para a comparação de 2 médias. Foram feitas múltiplas comparações utilizando a correção de Tukey-HSD. Os resultados significantes foram: efeito do trabalho nos fins-de-semana para o horário de dormir [F(1,23)=6,1; p=0,02] e durante a semana para o horário de acordar [F(1,23) = 17,3; p=0,00]. Para o grupo dos trabalhadores, o horário de acordar foi semelhante ao longo da semana e 1h21min mais tardio nos fins-de-semana [t=-3,27;p<0,01]. Na duração do sono verificamos efeito do trabalho durante a semana [F(1,23)=16,7; p=0,00], efeito do sexo [F(1,23)=10,8; p=0,00] e a interação entre o trabalho e sexo nos fins-de-semana [F(1,23)=4,8; p=0,04]. Os adolescentes trabalhadores possuem uma duração do sono noturno em média 1h30min a menos durante a semana quando comparado com o fim-de-semana [t=-4,04;p<0,01]. Para a duração do sono diurno verificamos a interação entre trabalho e sexo durante a semana [F(1,23)=5,6; p=0,03], e para a duração total de sono verificamos efeito do trabalho durante a semana [F(1,23)=14,3; p=0,00] e efeito do sexo nos fins-de-semana [F(1,23)=10,1; p=0,00]. Os adolescentes trabalhadores possuem uma duração total do sono em média 1h20min a menos durante a semana quando comparado com o fim-de-semana [t=-3,32;p<0,01]. Para as queixas relacionadas ao sono noturno encontramos efeito do trabalho para a “facilidade em despertar pela manhã" [F(1,23)=6,5; p=0,02] e para a qualidade subjetiva do sono noturno durante a semana [F(1,23)=6,2; p=0,02]. Concluímos que o ciclo vigília-sono dos adolescentes trabalhadores é caracterizado por: acordar mais cedo e ter menor duração do sono noturno e do sono total durante a semana do que os não-trabalhadores. Nos fins-de-semana os trabalhadores dormem mais cedo, mas permanecem com uma duração de sono menor que os colegas não trabalhadores. Em relação ao sexo, verificou-se que os adolescentes do sexo masculino possuem uma menor duração de sono noturno e do sono total nos fins-de-semana. Os adolescentes do sexo feminino possuem uma maior duração do cochilo durante a semana. Os adolescentes trabalhadores relataram maior dificuldade para acordar e percebem seu sono como de pior qualidade durante a semana. O trabalho destes adolescentes tem repercussões negativas na duração e percepção da qualidade do sono, com possível privação crônica de sono. O efeito do trabalho afeta de forma significativa a qualidade de vida atual podendo limitar as perspectivas dos adolescentes quanto ao seu desenvolvimento intelectual, bem estar físico e mental. / Changes of the sleep-wake cycle are associated to several factors, such as, puberty, school hours, duration and type of activities during free time, working hours. The objective of this study was to evaluate patterns of sleep-wake cycles among high school students who work and don’t work. Twenty-seven high school students, ages 14-18 years old participated in the study. They were studying in a public school of São Paulo, Brazil. Their Monday-Friday study hours were 19:00 to 22:30h. They answered a comprehensive questionnaire about working and living conditions, and reported health symptoms and diseases. Also, activity- rest measurements were continuously recorded with Actigraph (Ambulatory Monitoring, USA). Activities and sleep dairies during 15 consecutive days were also reported. Main variables were tested using one factor ANOVA and t-Student tests were performed to compare sleep duration during Monday-Friday and weekends. It was used Tukey HSD test for multiple comparisons among the variables. Results of sleep showed working students went to sleep earlier during weekends [F(1,23)= 6.1; p= .02] and woke up earlier during working days than non-working students [F(1,23)=17,3; p= .00].The duration of night sleep is shorter among working students [F(1,23)= 16,7; p= .00], and males [F(1,23)=10,8; p= .00] than non-working students. The male working students showed a shorter nap duration during the working week [F(1,23)= 5,6; p= .03] compared to females and non-working students. Reported sleep complaints were “difficulties waking up in the morning" [F(1,23)= 6,2; p= .02]. Conclusions: work caused negative consequences to sleep among adolescents, with possible build up of a chronic sleep debt. This can affect the quality of life, and schooling development of working students.