A Cross-National Analysis of the Student- and School-Level Factors Affecting the Demand for Private Tutoring

Autor/inn/en	Song, Kyoung-Oh; Park, Hyun-Jeong; Sang, Kyong-Ah
Titel	A Cross-National Analysis of the Student- and School-Level Factors Affecting the Demand for Private Tutoring
Quelle	In: Asia Pacific Education Review, 14 (2013) 2, S.125-139 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-012-9236-7
Schlagwörter	Foreign Countries; Tutoring; Student Participation; Academic Achievement; Hierarchical Linear Modeling; Predictor Variables; Educational Quality; Comparative Analysis; Academic Aspiration; Student Motivation; Self Esteem; Parent Background; Educational Attainment; Fathers; Remedial Instruction; Homework; Tests; Ability Grouping; Philippines; Romania; South Korea; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Förderkonzept; Nachhilfeunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Prädiktor; Quality of education; Bildungsqualität; Schulische Motivation; Self-esteem; Selbstaufmerksamkeit; Elternhaus; Bildungsabschluss; Bildungsgut; Förderkurs; Hausaufgabe; Examination; Prüfung; Examen; Homogene Gruppierung; Niveaugruppierung; Streaming; Philippinen; Rumänien; Korea; Republik
Abstract	Private tutoring has become a worldwide phenomenon, yet there is little empirical evidence for the main factors leading the demand for private tutoring across nations. Using data from the Third International Mathematics and Science Study of 2003, this study classified the countries into four different groups according to the proportion of student participation in private tutoring and student achievement. Then, the study explored student- and school-level factors influencing the demand for private tutoring. From the HGLM analysis, the results revealed that the demand for private tutoring in Korea and Taiwan, which have higher participation rates in private tutoring and high-school-quality levels, is mostly explained by student-level variables (educational aspirations, instrumental motivation, self-confidence, and father's education) and school context variables (the community size and school SES). Meanwhile, the demand for private tutoring in the Philippines and Romania, both of which have high incidences of private tutoring and low-school-quality levels, varies widely among schools, and many of the school process variables (e.g., the use of remedial classes, amount of school homework, frequency of tests, and the use of grouping by ability) account for the relationships with private tutoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10