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Out-of-School Activities on Weekdays and Adolescent Adjustment in China: a Person-Centered Approach

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  • Bo Lv

    (Northeast Normal University)

  • Lijie Lv

    (Northeast Normal University)

Abstract

The present study used a person-centered approach to identify adolescent out-of-school activity profiles and to examine whether academic achievement, cognitive ability and negative emotion vary across different profiles. Data were collected from 9312 adolescents, and four profiles were identified: the “academic tutoring profile”, the “moderate time-consuming profile”, the “screen profile” and the “low time-consuming profile”. These four profiles differed in academic achievement, cognitive ability and negative emotion. The students in the low time-consuming profile had the best performance on all indicators. Those in the academic tutoring profile had high academic achievement but a low level of cognitive ability and a high level of negative emotion. This result indicates that for some students, long-term academic tutoring can improve their academic achievement through emotional costs and that academic tutoring cannot improve their cognitive ability. The students in the screen profile had the worst performance on both academic achievement and cognitive ability, and the large amount of screen time did not even make them happy.

Suggested Citation

  • Bo Lv & Lijie Lv, 2021. "Out-of-School Activities on Weekdays and Adolescent Adjustment in China: a Person-Centered Approach," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(2), pages 783-798, April.
    • Handle: RePEc:spr:chinre:v:14:y:2021:i:2:d:10.1007_s12187-020-09778-w
    DOI: 10.1007/s12187-020-09778-w
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    References listed on IDEAS

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    1. Sun, Lunxuan & Shafiq, M. Najeeb & McClure, Maureen & Guo, Sisi, 2020. "Are there educational and psychological benefits from private supplementary tutoring in Mainland China? Evidence from the China Education Panel Survey, 2013–15," International Journal of Educational Development, Elsevier, vol. 72(C).
    2. Bolck, Annabel & Croon, Marcel & Hagenaars, Jacques, 2004. "Estimating Latent Structure Models with Categorical Variables: One-Step Versus Three-Step Estimators," Political Analysis, Cambridge University Press, vol. 12(1), pages 3-27, January.
    3. Lv, Bo & Lv, Lijie & Yan, Zhonglian & Luo, Liang, 2019. "The relationship between parental involvement in education and children's academic/emotion profiles: A person-centered approach," Children and Youth Services Review, Elsevier, vol. 100(C), pages 175-182.
    4. Zhang, Yu, 2013. "Does private tutoring improve students’ National College Entrance Exam performance?—A case study from Jinan, China," Economics of Education Review, Elsevier, vol. 32(C), pages 1-28.
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    Cited by:

    1. Björn Högberg, 2023. "Is There a trade-off Between Achievement and Wellbeing in Education Systems? New cross-country Evidence," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(5), pages 2165-2186, October.

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