Associations of private tutoring with Chinese students’ academic achievement, emotional well-being, and parent-child relationship

Zheng, Xiaodong; Wang, Yuming; Zheng, Shen; Fang, Xiangming

doi:10.1016/j.childyouth.2020.104934

Cited by 49 publications

(42 citation statements)

References 30 publications

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“…It is worth noting that parents with high educational level increase their children's cognitive development and improve academic achievement [1,4,14,16,17]. The estimation or capability to perform an effective upbringing influences the integral development of kids and adolescents and promotes self-regulation [4,21,28,65].…”

Section: Family Context Factors Of External Regulation: the Socio-educational Level Of Parentsmentioning

confidence: 99%

“…Previous investigations have shown that academic achievement among adolescents depends on personal factors like age and gender and familiar factors as upbringing, all related to their adequate development and emotional well-being [1][2][3][4][5].…”

Section: Introductionmentioning

confidence: 99%

“…It represents the achieved learning level associated with cognitive, social, motivational, and cultural factors [3,[6][7][8][9][10] and can be expressed in quantitative or qualitative values, in accordance to the adopted system by each educational institution [3,[6][7][8][9][10][11]. Habitually, this condition is measured with standardized tests [4] that, through numerical grading or value judgments, reflect a student's capacity, that depends on personal, familial, social, and institutional aspects [10]. Understanding the factors associated with academic achievement in adolescents is necessary to comprehend the individual differences integrally to promote academic success and reduce academic desertion [5,6,12].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Arias

Malpica-Chavarria

Umerenkova

et al. 2021

IJERPH

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This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents’ socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated self-reports and informed their academic achievement. We performed an ex-post-facto design, simple regression analyses, structural equations predictions analyses (SEM), and variance analyses (ANOVAs). The results showed that self-regulation is the most potent personal variable predictive of procrastination and achievement, positively associated with self-efficacy; additionally, the parents’ educational level was also a predictor, although to a lesser level. The female group and the elderly group negatively predicted academic achievement, behaving as modulatory variables of the above results.

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Section: Family Context Factors Of External Regulation: the Socio-educational Level Of Parentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Arias

Malpica-Chavarria

Umerenkova

et al. 2021

IJERPH

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“…Whether shadow education adds to or substitutes teachers' instruction may also depend on the instructional quality of shadow education (Chan, 2019;Zheng, Wang, Shen, & Fang, 2020). Guill, Lüdtke, and Köller (2019) elaborate on three dimensions of instructional quality of shadow education: structure, challenge, and support.…”

Section: Shadow Education Adding To or Substituting For Home And Schoolmentioning

confidence: 99%

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Jansen¹,

Elffers²,

Volman³

2020

Orbis Scholae

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Worldwide, the use of private supplementary tutoring, commonly referred to as shadow education, has become increasingly prevalent since the turn of the millennium. Recently, participation rates in the Netherlands have substantially increased. This paper aims to explore the place of shadow education in students' academic lives by studying the goals and experienced benefits that students identify. Data were collected through 37 semi-structured interviews with tutored students in secondary education in the Netherlands. Our findings indicate that students conceived of shadow education as a skill-building institution to which they turned to for self-study, to receive career support, and to boost their performance. Students' reflections reveal that shadow education builds upon and extends, but does not replace, learning activities at home and school. Based on our findings, we discuss how shadow education can function as a "third place" between school and home, occupying an increasingly prominent position in students' academic lives.

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“…Porque es frecuente que el docente tutor realice motivación al estudio, de ahí depende las metas que persiguen en la actividad académica (Fernández, 2013). Además, los estudiantes con tutoría tienden a reportar niveles más altos de confianza en sí mismos (Zheng et al, 2020).…”

Section: Introductionunclassified

Acción tutorial y rendimiento académico de los estudiantes de Ciencias Contables- Administrativas y Economía de la Universidad Nacional del Altiplano

Castro

Mamani

2021

Comuni@cción

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La tutoría universitaria sigue un proceso de carácter formativo en el estudiante mediante la orientación, acompañamiento y asesoramiento en la dimensión académica y personal social, las dimensiones implican el aprendizaje, toma decisiones y la resolución de problemas que al final influyen en el rendimiento académico. Bajo este enfoque el objetivo de la investigación es evaluar el efecto de la tutoría universitaria en el rendimiento académico de los estudiantes de Ciencias Contables-Administrativas y Economía de la Universidad Nacional del Altiplano. La metodología de investigación es cuantitativa de tipo causal, utilizando el modelo de regresión lineal y los modelos probabilísticos Logit y Probit, la técnica de recolección de datos fue la encuesta y el instrumento utilizado es el cuestionario, con una muestra de 332 estudiantes. Los resultados demuestran que el programa de tutoría es una herramienta eficaz en la mejora del rendimiento académico de los estudiantes, a razón de que los estudiantes asistidos por la tutoría universitaria mejoran la nota promedio obtenida en 1.07 puntos y con una probabilidad de mejora del 19%; asimismo, las sesiones de tutoría individual tuvieron mayor efecto que la tutoría grupal. Puesto que la acción tutorial orienta la enseñanza al logro de competencias académicas y genéricas.

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Associations of private tutoring with Chinese students’ academic achievement, emotional well-being, and parent-child relationship

Cited by 49 publications

References 30 publications

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Acción tutorial y rendimiento académico de los estudiantes de Ciencias Contables- Administrativas y Economía de la Universidad Nacional del Altiplano

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