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Associations of private tutoring with Chinese students’ academic achievement, emotional well-being, and parent-child relationship

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  • Zheng, Xiaodong
  • Wang, Chengcheng
  • Shen, Zheng
  • Fang, Xiangming

Abstract

Private tutoring has become a remarkable feature around the world, particularly in East Asia. While much of the studies have focused on the effect of private tutoring on student academic performance, its potential spillovers have been largely neglected. Using data from the China Education Panel Survey (CEPS), this study not only investigates the relationship between private tutoring and academic achievement of Chinese junior high school students but explores the associations of tutoring with student emotional well-being and parent-child relationship. Our study shows that private tutoring is significantly and positively associated with student test scores, especially for subjects of English and mathematics. Furthermore, tutored students tend to report higher levels of self-confidence and parent-child relationship. However, with the intensity of private tutoring increases after a given threshold, its positive effects would be gradually declined. One possible reason examined in this study is that the parental involvement on student homework assistance and leisure activities are crowded out by the high-intensity tutoring. Implications for future research and public policy concerning private tutoring services are discussed.

Suggested Citation

  • Zheng, Xiaodong & Wang, Chengcheng & Shen, Zheng & Fang, Xiangming, 2020. "Associations of private tutoring with Chinese students’ academic achievement, emotional well-being, and parent-child relationship," Children and Youth Services Review, Elsevier, vol. 112(C).
    • Handle: RePEc:eee:cysrev:v:112:y:2020:i:c:s0190740919313891
    DOI: 10.1016/j.childyouth.2020.104934
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    2. Haiping Xue & Chenchen Fang & Jin Shi & Xiaoqing Hu & Fang Qian, 2023. "Can Preschool Out-of-Kindergarten Tutoring Improve Approaches to Learning for Children? Evidence from China Family Panel Studies (CFPS) 2012 to 2020," Sustainability, MDPI, vol. 15(2), pages 1-16, January.
    3. Zhang, Yuhuan & Wu, Xiaohui & Cui, Chengcheng & Chen, Shuang & He, Yahan & Wang, Lidong, 2024. "Effect of private tutoring on students’ non-cognitive mathematics learning outcomes in China," International Journal of Educational Development, Elsevier, vol. 107(C).
    4. Jesús de la Fuente & Erika Andrea Malpica-Chavarria & Angélica Garzón-Umerenkova & Mónica Pachón-Basallo, 2021. "Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age," IJERPH, MDPI, vol. 18(17), pages 1-18, August.
    5. Xiaodong Zheng & Yanran Zhou, 2024. "Are migrants a threat? Migrant children and human capital investments among local households in urban China," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-14, December.
    6. Zhao, Liange & Yuan, Hongbin & Wang, Xueyuan, 2024. "Impact of homework time on adolescent mental health: Evidence from China," International Journal of Educational Development, Elsevier, vol. 107(C).
    7. He, Yahan & Zhang, Yuhuan & Ma, Xiao & Wang, Lidong, 2021. "Does private supplementary tutoring matter? The effect of private supplementary tutoring on mathematics achievement," International Journal of Educational Development, Elsevier, vol. 84(C).
    8. Zheng Shen & Derek S. Brown & Xiaodong Zheng & Hualei Yang, 2022. "Women’s Off-Farm Work Participation and Son Preference in Rural China," Population Research and Policy Review, Springer;Southern Demographic Association (SDA), vol. 41(3), pages 899-928, June.
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