Are there educational and psychological benefits from private supplementary tutoring in Mainland China? Evidence from the China Education Panel Survey, 2013–15

Sun, Lei; Shafiq, M. Najeeb; McClure, Maureen W.; Sisi, Guo

doi:10.1016/j.ijedudev.2019.102144

Cited by 30 publications

(29 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the weekend, the average homework time was 3.75 hours, with SD = 0.22 hours. The percentage distribution here is similar with that of a national representative sample (Sun et al, 2020), because the values of Chi-squared (χ 2 ) were 7.46 (father) and 8.46 (mother), all p-values were above 0.12 (see Supplementary Table S1 for details).…”

Section: Samplesupporting

confidence: 71%

Effects of homework creativity on academic achievement and creativity disposition: Evidence from comparisons with homework time and completion based on two independent Chinese samples

Fan

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

During the past several decades, the previous studies have been focusing on the related theoretical issues and measuring tool of homework behaviors (mainly including homework time, completion, and homework creativity). However, the effects of these homework behaviors on general creativity remain unknown. Employing a number of questionnaires, this study investigated two samples from middle schools of Mainland China. The results showed that (1) the eight-item version of Homework Creativity Behaviors Scale had acceptable validity and reliability; (2) compared with homework completion and homework time, homework creativity explained less variety of academic achievement (3.7% for homework creativity; 5.4% for completion and time); (3) homework creativity explained more variance of general creativity than that of homework completion and homework time accounted (7.0% for homework creativity; 1.3% for completion and time); and (4) homework creativity was negatively associated with grade level. Contrary to the popular beliefs, homework completion and homework creativity have positive effects on the students’ general creativity. Several issues that need further studies were also discussed.

show abstract

Section: Samplesupporting

confidence: 71%

Effects of homework creativity on academic achievement and creativity disposition: Evidence from comparisons with homework time and completion based on two independent Chinese samples

Fan

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…That is, although important differences in mathematics anxiety may be reported between primary school, middle school, high school, and college students, students in middle school are likely to report similar results in mathematics anxiety independent of the course grade they are taking. In this sense and regarding hypotheses 3 and 4, several authors in the mathematics peer tutoring field have found no differences in academic or psychological outcomes by gender or course grade within the same educational stage (Alegre et al, 2019c;Hartini, 2019;McCurdy et al, 2020;Sun et al, 2020). The qualitative information supported these findings, as no important differences in students' opinions were detected by gender or course grade.…”

Section: Discussionmentioning

confidence: 73%

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Miravet

Alegre

2020

Front. Psychol.

View full text Add to dashboard Cite

In this research the effects of reciprocal peer tutoring on students' mathematics anxiety levels were examined. A pretest posttest with control group design was used at a public middle school in Spain. A total of 420 students in 7th, 8th, and 9th grades participated in the study, of which 215 were female and 205 were male. Students were randomly assigned and equally distributed by course grade (140 in each course grade) and experimental condition (210 in the experimental group and 210 in the control group). Quantitative data were gathered using the Mathematics Anxiety Scale developed by Chiu and Henry (1990). Qualitative information was gathered during eight focus group sessions that were held with students. Two main factors were analyzed using the quantitative and qualitative information: mathematics learning anxiety and mathematics evaluation anxiety. Results were analyzed by gender and course grade. Statistically significant improvements were reported for both male and female students in the experimental group and for each course grade for both factors. No statistically significant differences were reported for students in the control group in any case. A moderate effect size was reported for mathematics evaluation anxiety (Hedge's g = 0.42), and a large effect size was reported for mathematics learning anxiety (Hedge's g = 0.84). Information obtained from the focus groups was consistent with the reported quantitative results. The main conclusion is that peer tutoring may be very beneficial for reducing middle school students' mathematics anxiety, regardless of their gender or grade.

show abstract

“…The long waiting time causes a relatively decay of possible negative emotions. Third, for the item of negative emotions, previous literature uses only two or three sub-questions to investigate students' psychological benefits from private supplementary tutoring [6] and subsequent depression of education outcomes [28], which both neglected the integrity of the questionnaire. In this paper, we investigated all negative emotions students will possibly suffer.…”

Section: Relation Between Taking Cram Courses and Negative Emotionsmentioning

confidence: 99%

“…It will be further increased objectively the academic pressure to students [4], and it also reduces students' pressure because of the improvement to academic performance [5]. In addition, the article shows, learning from shadow education has positive influences in parts of psychological health for junior high school students [6], it is not the only reason for positive influence, which is raising personal grades to lead to happiness. As stated by the Oxford Learning staff, tutorials contribute to nurturing children's enthusiasm for learning, developing critical thinking, and improving problem-solving skills [7].…”

Section: Introductionmentioning

confidence: 99%

Taking Cram School Courses and Negative Emotion in Middle School Students: The Moderating Role of Parent-Child Relationships

Gao¹,

Peng²,

Zhang³

2022

Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)

View full text Add to dashboard Cite

Although previous studies have shown that students' participation in shadow education leads to higher academic achievement, the effect of excessive tutoring on the mental health of students is unclear. The purpose of this study was to explore the role parents play in students' tutoring and negative emotion. Data from the 2015 China Education Panel Survey (CEPS) were used, and a total of 10750 8th grade students completed questionnaires. Results revealed that taking cram school courses was not significantly related to negative emotions. In addition, moderation analyses showed that the relation between taking cram school courses and negative emotions was moderated by the father-child relationship but not by the mother-child relationship. These findings rely on a large sample size at the national level, which was convinced about generalizability. The present study emphasizes the unique role of fathers in the relationship between their children's education and mental health.

show abstract

Are there educational and psychological benefits from private supplementary tutoring in Mainland China? Evidence from the China Education Panel Survey, 2013–15

Cited by 30 publications

References 15 publications

Effects of homework creativity on academic achievement and creativity disposition: Evidence from comparisons with homework time and completion based on two independent Chinese samples

Effects of homework creativity on academic achievement and creativity disposition: Evidence from comparisons with homework time and completion based on two independent Chinese samples

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Taking Cram School Courses and Negative Emotion in Middle School Students: The Moderating Role of Parent-Child Relationships

Contact Info

Product

Resources

About