Private Tutoring Classes and Emotional Well-Being in China: Bidirectional Relationship and the Role of Academic Achievement

Autor/in	Hu, Yutong
Titel	Private Tutoring Classes and Emotional Well-Being in China: Bidirectional Relationship and the Role of Academic Achievement
Quelle	In: Chinese Education & Society, 56 (2023) 2, S.173-190 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Yutong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2023.2251848
Schlagwörter	Tutoring; Private Education; Well Being; Psychological Patterns; Foreign Countries; Academic Achievement; Mental Health; Attendance; Predictor Variables; Grade 7; Grade 8; Grade 9; Junior High School Students; Rural Urban Differences; China + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Privatunterricht; Well-being; Wellness; Wohlbefinden; Ausland; Schulleistung; Psychohygiene; Anwesenheit; Prädiktor; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Stadt-Land-Beziehung
Abstract	The Chinese education system is characterized as highly meritocratic and examination-oriented. Scores in high-stakes public standardized examinations mainly determine upward educational transitions. Private tutoring classes (PTCs) are a typical measure to boost students' academic achievement. Mental health is also assumed to affect one's behaviors and educational outcomes, playing a key role in the stratification process. However, few studies discuss (1) the bidirectional relationship between PTC attendance and emotional well-being, and (2) the role of academic achievement in determining PTC attendance and moderating the relationship between the two variables. This study fills these gaps by analyzing the 2013-14 and 2014-15 waves of data from the China Educational Panel Survey. Using a cross-lagged model, the author only finds a positive association between prior emotional well-being and later PTC attendance. Moreover, the positive association between students' prior academic achievement and their later PTC attendance suggests that PTCs tend to serve higher-performing students. Examining the heterogeneity of the bidirectional relationship in terms of academic achievement, the author finds that only low-achievers follow a similar pattern as shown in the full sample model. This study will enrich the understanding on how mental health together with PTCs attendance contributes to the educational stratification process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01