The effect of the type of schools by foundation and the type of private schools by historical tradition on academic achievements in general high schools

김영화,; Kim, Jae-Woong; 류한구,

doi:10.32465/ksocio.2007.17.3.003

Cited by 2 publications

(2 citation statements)

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“…Lee (2012) found that receiving academic pressure from a teacher positively impacts on students’ behavioral and emotional engagement. Similar results were found in studies with a sample of students in South Korea (Kim, 2007; Kim et al, 2007; Ryu & Kim, 2006). However, some studies show that teachers’ academic pressure negatively affects students’ academic engagement and achievement.…”

Section: Theoretical Backgroundssupporting

confidence: 89%

“…Considering previous studies (Reeve et al, 2004a), we aimed to investigate how students’ perception of teachers’ behaviors impacts academic engagement. Thereby, two components (i.e., teachers’ autonomy support and academic pressure) were selected because these are identified as crucial facets for predicting students’ academic engagement (Kim et al, 2007; Reeve et al, 2004a).…”

Section: Theoretical Backgroundsmentioning

confidence: 99%

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Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

Lee

Hong

Kang

et al. 2023

School Psychology International

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This study investigated the effects of individual and contextual factors (students and classrooms) on academic engagement by adopting an analytical approach based on hierarchical linear modeling. The participants in this study included 906 high school students (42.7% male) from 42 classrooms in South Korea. We established that achievement value and teachers’ autonomy support had a statistically significant positive impact on academic engagement at both the student and classroom levels. However, teachers’ academic pressure had a positive impact on academic engagement only at the classroom level. Cross-level interaction effects between the student and classroom levels, achievement value (LV 1) and autonomy support (LV 2), teachers’ academic pressure (LV1) and achievement value (LV 2), and those on teachers’ academic pressure at both levels were also identified.

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Section: Theoretical Backgroundssupporting

confidence: 89%

Section: Theoretical Backgroundsmentioning

confidence: 99%

Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

Lee

Hong

Kang

et al. 2023

School Psychology International

View full text Add to dashboard Cite

show abstract

The determinants of demand for private tutoring in South Korea

Kim

Park

2010

Asia Pacific Educ. Rev.

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This study investigated the determinants of the demand for private tutoring (PT) in South Korea, especially focusing on the effectiveness of governmental regulations regarding the operating hours of cram schools in decreasing expenditure on PT. Survey data from 3,605 parents of 12th grade students were collected from 45 proportionally stratified high schools and analyzed using Tobit and censored least absolute deviation models. Results showed that among student and family background characteristics, students' achievement level, household income, and parents' educational level were positively associated with a higher consumption of PT. At the school level, students attending schools with higher student-teacher ratios were expected to spend more on PT. Urban schools under the high school equalization policy (HSEP) showed larger expenditure on PT than non-HSEP schools. Despite the public perception of the ineffectiveness of government policy on PT, this study finds that the local governmental regulation of PT positively contributes to decreasing the demand for PT.

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The effect of the type of schools by foundation and the type of private schools by historical tradition on academic achievements in general high schools

Cited by 2 publications

References 0 publications

Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

The determinants of demand for private tutoring in South Korea

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