A Structural Equation Modeling Analysis of Parental Factors Underlying the Demand for Private Supplementary Tutoring in China

Autor/in	Liu, Junyan
Titel	A Structural Equation Modeling Analysis of Parental Factors Underlying the Demand for Private Supplementary Tutoring in China
Quelle	In: ECNU Review of Education, 2 (2019) 1, S.7-24 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
Schlagwörter	Foreign Countries; Private Education; Supplementary Education; Tutoring; Parent Background; Family Income; Parent Aspiration; Urban Areas; Rural Areas; Equal Education; Parent Role; China + Suchen Sie Ihr Suchwort? Ausland; Privatunterricht; Ergänzungsunterricht; Förderkonzept; Nachhilfeunterricht; Elternhaus; Familieneinkommen; Elternwille; Urban area; Stadtregion; Rural area; Ländlicher Raum; Parental role; Elternrolle
Abstract	Purpose: Private supplementary tutoring has been increasingly used by parents as part of wider strategies to assist their children's education careers in China. With a theoretical lens of parentocracy, this article aimed to investigate the influential parental factors underlying the demand for private tutoring, focusing on parents' socioeconomic resources and attitudes toward education. Design/Approach/Methods: This article drew upon data from the 2014 iteration of the China Family Panel Studies. Structural equation modeling (SEM) analysis was employed to explore the influences of parental factors. Findings: The SEM analysis confirmed that parental income, education, and aspirations on children's education had both direct and indirect positive effects through the mediating factor of role construction on demand for tutoring. A multiple-group analysis was further conducted, and the difference in the patterns for urban and rural parents was explored. Parental occupation had no impact on demand for tutoring for rural parents but had both direct and indirect effects for urban parents. Both direct and indirect effects of household income on demand for tutoring were greater for urban parents than for rural parents. Originality/Value: This article examined the direct and indirect influences of parental factors on demand for private tutoring and explored the differences in patterns for urban and rural parents in a quantitative way. Findings have implications for education inequality. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01