The Effects of Private Tutoring on Students' Perception of Their Parents' Academic Involvement and the Quality of Their Parent-Child Relationship

Autor/inn/en	Otto, Barbara; Karbach, Julia
Titel	The Effects of Private Tutoring on Students' Perception of Their Parents' Academic Involvement and the Quality of Their Parent-Child Relationship
Quelle	In: Educational Psychology, 39 (2019) 7, S.923-940 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Otto, Barbara) ORCID (Karbach, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1610725
Schlagwörter	Tutoring; Tutors; Private Education; Student Attitudes; Parent Student Relationship; Parent Participation; Foreign Countries; Student Motivation; Instructional Effectiveness; Academic Achievement; Experimental Groups; Control Groups; Grade 5; Homework; Mathematics; Longitudinal Studies; Home Study; Germany + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Privatunterricht; Schülerverhalten; Elternmitwirkung; Ausland; Schulische Motivation; Unterrichtserfolg; Schulleistung; School year 05; 5. Schuljahr; Schuljahr 05; Hausaufgabe; Mathematik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Deutschland
Abstract	The aim of the current study was to investigate the impact of private tutoring on parental involvement and the parent-child relationship. Seventy-six students voluntarily participated in the longitudinal study (38 students newly signed up for private tutoring and a matched control group). Data were collected with a student questionnaire that was applied twice (right before tutoring started; 4 months later). We replicated former research by showing significant correlations between parental variables and students' motivation and achievement, indicating family variables to be very relevant for students' academic outcomes. Repeated measures analyses of variance showed no effect of the intervention on students' perception of parental involvement. However, tutored students reported an enhanced parent-child relationship whereas it declined in the matched control group. These findings provide evidence for differential effects of tutoring on parental involvement and parent-child relationships that imply a number of theoretical and practical implications. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01