A two-level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany. The role of individual learning support in the classroom.

Autor/inn/en	Guill, Karin; Lüdtke, Oliver; Schwanenberg, Jasmin
Titel	A two-level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany. The role of individual learning support in the classroom.
Quelle	In: British educational research journal, 46 (2020) 2, S. 437-457Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-1926; 1469-3518
DOI	10.1002/berj.3586
Schlagwörter	Wahrnehmung; Deutschland; Deutschunterricht; Einkommen; Eltern; Englischunterricht; Mathematikunterricht; Schüler; Wahrnehmung; Nachhilfeunterricht; Arbeitsverhalten; Eltern; Schuljahr 05; Klassenraum; Privatunterricht; Schüler; Schülerleistung; Individuelle Lernförderung; Unterrichtsqualität; Differenzierender Unterricht; Nachhilfeunterricht; Unterrichtsgestaltung; Deutschunterricht; Englischunterricht; Mathematikunterricht; Einkommen; Arbeitsverhalten; Privatunterricht; Einflussfaktor; Deutschland
Abstract	More and more students attend private supplementary tutoring to improve their academic achieve- ment. [...]. So far, the relationship between tutoring attendance and perceived individual learning support during classroom lessons has not been tested. [The authors] used multilevel analyses based on N = 2,842 students in 102 Grade 5 classrooms at German academic track schools to test for a relationship between private tutoring in several subjects and students' shared perception of the instructional quality in these subjects. On the individual level, [the authors] controlled for typical predictors of private tutoring such as academic achievement and family income, as well as for additional variables such as working behaviour and parental homework assistance. In classrooms with more individual support, students were less likely to start private tutoring in English. However, [the authors] did not find comparable relationships for tutoring in mathematics and German. Therefore, school principals and educational policy-makers should monitor the incidence of private tutoring and consider within-school structured tutoring programmes as an effective measure to improve academic achievement and to meet parents' desire for individualised instruction. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2