328
Views
6
CrossRef citations to date
0
Altmetric
Research Articles

Do School-Related Factors Affect Private Tutoring Attendance? Predictors of Private Tutoring in Maths and German among German Tenth-Graders

ORCID Icon
Pages 1-23 | Received 16 Aug 2021, Accepted 09 May 2022, Published online: 18 Jun 2022

References

  • Aßmann, C., H. W. Steinhauer, A. Würbach, S. Zinn, A. Hammon, H. Kiesl, G. Rohwer, S. Rässler, and H.-P. Blossfeld. 2019. “Sampling Designs of the National Educational Panel Study: Setup and Panel Development.” In Education as a Lifelong Process, edited by H.-P. Blossfeld and H.-G. Roßbach, 35–55. Wiesbaden: Springer VS.
  • Badora, B. 2019. “Wydatki Rodziców Na Edukację Dzieci w Roku Szkolnym 2018/2019.” Komunikat z badań 135/2019. Warsaw: Fundacja CBOS. https://www.cbos.pl/SPISKOM.POL/2019/K_135_19.PDF.
  • Baker, D. P., M. Akiba, G. K. LeTendre, and A. W. Wiseman. 2001. “Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement.” Educational Evaluation and Policy Analysis 23 (1): 1–17. doi:10.3102/01623737023001001.
  • Balli, S. 1997. “When Mom and Dad Help: Student Reflections on Parent Involvement with Homework.” In. Chicago, IL.
  • Blossfeld, H.-P., H.-G. Rossbach, and J. von Maurice, eds. 2011. Education as a Lifelong Process – The German National Educational Panel Study (NEPS). [Special Issue] Zeitschrift Fuer Erziehungswissenschaft, 14.
  • Bray, M. 2007. The Shadow Education System: Private Tutoring and Its Implications for Planners. 2nd ed. Paris: UNES.
  • Bray, M., and C. Lykins. 2012. Shadow Education: Private Supplementary Tutoring and Its Implications for Policy Makers in Asia. CERC Monograph Series in Comparative and International Education and Development, no. 9. Mandaluyong City, Metro Manila, Philippines: Asian Development Bank.
  • Bray, M. 2020. “Shadow Education in Europe: Growing Prevalence, Underlying Forces, and Policy Implications.” ECNU Review of Education, January. doi:10.1177/2096531119890142.
  • Breen, R., and J. Goldthorpe. 1997. “Explaining Educational Differentials: Towards a Formal Rational Action Theory.” Rationality and Society 9 (3): 275–305. doi:10.1177/104346397009003002.
  • Bronfenbrenner, U., and P. A. Morris. 2006. “The Bioecological Model of Human Development.” In Handbook of Child Psychology, 6th. Vol. 1. edited by W. Damon and R. M. Lerner, 793–828. Hoboken, NJ:Wiley.
  • Brown, M. R., K. Higgins, and K. Paulsen. 2003. “Adolescent Alienation: What Is It and What Can Educators Do about It?” Intervention in School and Clinic 39 (1): 3–9. doi:10.1177/10534512030390010101.
  • Buff, A., K. Reusser, and I. Dinkelmann. 2017. “Parental Support and Enjoyment of Learning in Mathematics: Does Change in Parental Support Predict Change in Enjoyment of Learning?” ZDM 49 (3): 423–434. doi:10.1007/s11858-016-0823-7.
  • Buzzai, C., L. Sorrenti, F. Tripiciano, S. Orecchio, and P. Filippello. 2020. “School Alienation and Academic Achievement: The Role of Learned Helplessness and Mastery Orientation.” School Psychology 36 (1) (November): 17–23. doi:10.1037/spq0000413.
  • Byun, S.-Y., H. J. Chung, and D. P. Baker. 2018. “Global Patterns of the Use of Shadow Education: Student, Family, and National Influences.” Edited by Hyunjoon Park and Grace Kao. Research in the Sociology of Education 20: 75–105. doi:10.1108/S1479-353920180000020004.
  • Dang, H.-A. 2007. “The Determinants and Impact of Private Tutoring Classes in Vietnam.” Economics of Education Review 26 (6): 683–698. doi:10.1016/j.econedurev.2007.10.003.
  • Dang, H.-A., and F. H. Rogers. 2008. “The Growing Phenomenon of Private Tutoring: Does It Deepen Human Capital, Widen Inequalities, or Waste Resources?” The World Bank Research Observer 23 (2): 161–200. doi:10.1093/wbro/lkn004.
  • Desimone, L. M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181–199. doi:10.3102/0013189X08331140.
  • Dettmers, S., S. Yotyodying, and K. Jonkmann. 2019. “Antecedents and Outcomes of Parental Homework Involvement: How Do Family-School Partnerships Affect Parental Homework Involvement and Student Outcomes?” Frontiers in Psychology 10. doi:10.3389/fpsyg.2019.01048.
  • Eccles, J. 2009. “Who Am I and What Am I Going to Do with My Life? Personal and Collective Identities as Motivators of Action.” Educational Psychologist 44 (2): 78–89. doi:10.1080/00461520902832368.
  • Egodawatte, G., D. McDougall, and D. Stoilescu. 2011. “The Effects of Teacher Collaboration in Grade 9 Applied Mathematics.” Educational Research for Policy and Practice 10 (3): 189–209. doi:10.1007/s10671-011-9104-y.
  • Epstein, J. L. 1995. “School/Family/Community Partnerships: Caring for the Children We Share.” Phi Delta Kappan 76 (9): 701–712.
  • Fauth, B., R. Göllner, G. Lenske, A.-K. Praetorius, and W. Wagner. 2020. “Who Sees What? Conceptual Considerations on the Measurement of Teaching Quality from Different Perspectives.” Zeitschrift Für Pädagogik 1: 138–155.
  • Feliciano, C., and Y. Lanuza. 2016. “The Immigrant Advantage in Adolescent Educational Expectations.” International Migration Review 50 (3): 758–792. doi:10.1111/imre.12183.
  • Filippello, P., C. Buzzai, S. Costa, S. Orecchio, and L. Sorrenti. 2020. “Teaching Style and Academic Achievement: The Mediating Role of Learned Helplessness and Mastery Orientation.” Psychology in the Schools 57 (1): 5–16. doi:10.1002/pits.22315.
  • Fincham, F. D., A. Hokoda, and R. Sanders. 1989. “Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis.” Child Development 60 (1): 138. doi:10.2307/1131079.
  • Ganzeboom, H., P. De Graaf, and D. Treiman. 1992. “A Standard International Socio-Economic Index of Occupational Status.” Social Science Research 21 (1): 1–56. doi:10.1016/0049-089X(92)90017-B.
  • Ghosh, P., and M. Bray. 2020. “School Systems as Breeding Grounds for Shadow Education: Factors Contributing to Private Supplementary Tutoring in West Bengal, India.” European Journal of Education 55 (3): 342–360. doi:10.1111/ejed.12412.
  • Goddard, R., Y. Goddard, E. S. Kim, and R. Miller. 2015. “A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning.” American Journal of Education 121 (4): 501–530. doi:10.1086/681925.
  • Green, C. L., J. M. Walker, K. V. Hoover-Dempsey, and H. M. Sandler. 2007. “Parents’ Motivations for Involvement in Children’s Education: An Empirical Test of a Theoretical Model of Parental Involvement.” Journal of Educational Psychology 99 (3): 532–544. doi:10.1037/0022-0663.99.3.532.
  • Guill, K., O. Lüdtke, and J. Schwanenberg. 2020. “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.” British Educational Research Journal 46 (2): 437–457. doi:10.1002/berj.3586.
  • Haberkorn, K., and S. Pohl. 2013. “Cognitive Basic Skills (Non-Verbal) – Data in the Scientific Use File.” Bamberg: University of Bamberg, National Educational Panel Study. https://www.neps-data.de/Portals/0/NEPS/Datenzentrum/Forschungsdaten/SC3/com_cogbasic2013_en.pdf.
  • Hajar, A. 2019. “The Association between Private Tutoring and Access to Grammar Schools: Voices of Year 6 Pupils and Teachers in South-East England.” British Educational Research Journal. doi:10.1002/berj.3587.
  • Hallsén, S., and M. Karlsson. 2018. “Teacher or Friend? – Consumer Narratives on Private Supplementary Tutoring in Sweden as Policy Enactment.” Journal of Education Policy 1–16. doi:10.1080/02680939.2018.1458995.
  • Hawrot, A. 2018. “Out-of-School Learning Assistance in Adolescence.” Educational Psychology 38 (4): 513–534. doi:10.1080/01443410.2017.1392006.
  • Heck, R., and S. L. Thomas. 2015. An Introduction to Multilevel Modeling Techniques: MLM and SEM Approaches Using Mplus, 3rd. Quantitative Methodology Series. New York, NY: Routledge.
  • Hill, N. E., and D. F. Tyson. 2009. “Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies that Promote Achievement.” Developmental Psychology 45 (3): 740–763. doi:10.1037/a0015362.
  • Hille, A. C., K. Spieß, and M. Staneva. 2016. “More and More Students, Especially Those from Middle-Income Households, are Using Private Tutoring.” DIW Economic Bulletin 6: 63–71.
  • Hochweber, J., B. Steinert, and E. Klieme. 2012. “Lehrerkooperation, Unterrichtsqualität Und Lernergebnisse Im Fach Englisch.” Unterrichtswissenschaft 40: 351–370.
  • Hoover-Dempsey, K. V., and J. M. T. Walker. 2002. “Family-School Communication.” Research Committee of the Metropolitan Nashville/Davidson County Board of Public Education.
  • Ireson, J., and K. Rushforth. 2011. “Private Tutoring at Transition Points in the English Education System: Its Nature, Extent and Purpose.” Research Papers in Education 26 (1): 1–19. doi:10.1080/02671520903191170.
  • Kenny, D., Kaniskan B., and McCoach D. Betsy. 2015. “The Performance of RMSEA in Models With Small Degrees of Freedom.“ Sociological Methods & Research 44 (3): 486–507. doi:10.1177/0049124114543236.
  • Kim, J. 2007. “Factors Influencing the Participation of Korean High School Students in Private Tutoring Activities under the Implementation of the High School Equalization Policy.” PhD thesis, Pennsylvania State University.
  • Kim, J.-H., and D. Park. 2010. “The Determinants of Demand for Private Tutoring in South Korea.” Asia Pacific Education Review 11 (3): 411–421. doi:10.1007/s12564-009-9067-3.
  • Kirabo, J. C., and E. Bruegmann. 2009. “Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers.” American Economic Journal: Applied Economics 1 (4): 85–108. doi:10.1257/app.1.4.85.
  • Kuan, P.-Y. 2019. “Effects of Cram Schooling on Academic Achievement and Mental Health of Junior High Students in Taiwan.” Chinese Sociological Review, January. 1–30. doi:10.1080/21620555.2018.1526069.
  • Kunter, M., and J. Baumert. 2007. “Who Is the Expert? Construct and Criteria Validity of Student and Teacher Ratings of Instruction.” Learning Environments Research 9 (3): 231–251. doi:10.1007/s10984-006-9015-7.
  • Lauermann, F., and Karabenick S. A. 2011. “Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status.“ Educational Psychologist 46 (2): 122–140. doi:10.1080/00461520.2011.558818.
  • Lee, J. C.-K., Z. Zhang, and H. Yin. 2011. “A Multilevel Analysis of the Impact of A Professional Learning Community, Faculty Trust in Colleagues and Collective Efficacy on Teacher Commitment to Students.” Teaching and Teacher Education 27 (5): 820–830. doi:10.1016/j.tate.2011.01.006.
  • Louis, K. S., H. Marks, and S. Kruse. 1996. “Teachers’ Professional Community in Restructuring Schools.” American Educational Research Journal 33 (4): 757–798. doi:10.3102/00028312033004757.
  • Marshall, J. H., and T. Fukao. 2018. “Shadow Education and Inequality in Lower Secondary Schooling in Cambodia: Understanding the Dynamics of Private Tutoring Participation and Provision.” Comparative Education Review 63 (1): 98–120. doi:10.1086/701064.
  • Meyer, J., J. Fleckenstein, and O. Köller. 2019. “Expectancy Value Interactions and Academic Achievement: Differential Relationships with Achievement Measures.” Contemporary Educational Psychology 58: 58–74. doi:10.1016/j.cedpsych.2019.01.006.
  • Nagengast, B., H. W. Marsh, L. Francesca Scalas, M. K. Xu, K.-T. Hau, and U. Trautwein. 2011. “Who Took the ‘×’ Out of Expectancy-Value Theory? A Psychological Mystery, A Substantive-Methodological Synergy, and A Cross-National Generalization.” Psychological Science 22 (8): 1058–1066. doi:10.1177/0956797611415540.
  • OECD. 2019. PISA 2018 Results (Volume II): Where All Students Can Succeed. PISA. Paris: PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en.
  • Parent Teacher Association. 2008. “PTA National Standards for Family-School Partnerships Assessment Guide.” Chicago. https://www.pta.org/docs/default-source/files/programs/national-standards-for-family-school-partnerships/national_standards_assessment_guide.pdf.
  • Park, S., and S. D. Holloway. 2013. “No Parent Left Behind: Predicting Parental Involvement in Adolescents’ Education within a Sociodemographically Diverse Population.” The Journal of Educational Research 106 (2): 105–119. doi:10.1080/00220671.2012.667012.
  • Park, H., and Y. Lim. 2020. “Student Participation in Private Supplementary Education: A Comparative Analysis of Japan, Korea, Shanghai, and the USA.” Chinese Journal of Sociology 6 (2): 239–256. doi:10.1177/2057150X20916011.
  • Peng, P., T. Wang, C. Wang, and X. Lin. 2019. “A Meta-Analysis on the Relation between Fluid Intelligence and Reading/Mathematics: Effects of Tasks, Age, and Social Economics Status.” Psychological Bulletin 145 (2): 189–236. doi:10.1037/bul0000182.
  • Plenty, S., and J. Jonsson. 2020. “Students’ Occupational Aspirations: Can Family Relationships Account for Differences between Immigrant and Socioeconomic Groups?” Child Development June 92 (1): 157–173. cdev.13378. doi:10.1111/cdev.13378.
  • Praetorius, A.-K., G. Lenske, and A. Helmke. 2012. “Observer Ratings of Instructional Quality: Do They Fulfill What They Promise?” Learning and Instruction 22 (6): 387–400. doi:10.1016/j.learninstruc.2012.03.002.
  • Praetorius, A.-K., E. Klieme, B. Herbert, and P. Pinger. 2018. “Generic Dimensions of Teaching Quality: The German Framework of Three Basic Dimensions.” ZDM 50 (3): 407–426. doi:10.1007/s11858-018-0918-4.
  • Roth, B., N. Becker, S. Romeyke, S. Schäfer, F. Domnick, and F. M. Spinath. 2015. “Intelligence and School Grades: A Meta-Analysis.” Intelligence 53 (November): 118–137. doi:10.1016/j.intell.2015.09.002.
  • Safarzyńska, K. 2013. “Socio-Economic Determinants of Demand for Private Tutoring.” European Sociological Review 29 (2): 139–154. doi:10.1093/esr/jcr045.
  • Seligman, M. 1992. Helplessness: On Depression, Development, and Death. New York: Freeman.
  • Shi, D., T. Lee, and A. Maydeu-Olivares. 2019. “Understanding the Model Size Effect on SEM Fit Indices.” Educational and Psychological Measurement 79 (2): 310–334. doi:10.1177/0013164418783530.
  • Sieverding, M., C. Krafft, and A. Elbadawy. 2019. “An Exploration of the Drivers of Private Tutoring in Egypt.” Comparative Education Review 63 (4): 562–590. doi:10.1086/705383.
  • Smith, G. T., D. M. McCarthy, and K. G. Anderson. 2000. “On the Sins of Short-Form Development.” Psychological Assessment 12 (1): 102–111. doi:10.1037/1040-3590.12.1.102.
  • Solomon, Y., J. Warin, and C. Lewis. 2002. “Helping with Homework? Homework as a Site of Tension for Parents and Teenagers.” British Educational Research Journal 28 (4): 603–622. doi:10.1080/0141192022000005850a.
  • Šťastný, V., D. Greger, and P. Soukup. 2020. “Does the Quality of School Instruction Relate to the Use of Additional Tutoring in Science? Comparative Analysis of Five Post-Socialist Countries.” School Effectiveness and School Improvement, June. 1–23. doi:10.1080/09243453.2020.1770809.
  • Stutton Trust. 2019. “Private Tuition Polling 2019.” https://www.suttontrust.com/wp-content/uploads/2019/09/PrivateTuition2019-PollingTables.pdf.
  • Tenenbaum, H. R., and C. Leaper. 2002. “Are Parents’ Gender Schemas Related to Their Children’s Gender-Related Cognitions? A Meta-Analysis.” Developmental Psychology 38 (4): 615–630. doi:10.1037/0012-1649.38.4.615.
  • Tiedemann, J. 2000. “Parents’ Gender Stereotypes and Teachers’ Beliefs as Predictors of Children’s Concept of Their Mathematical Ability in Elementary School.” Journal of Educational Psychology 92 (1): 144–151. doi:10.1037/0022-0663.92.1.144.
  • Tschannen-Moran, M., and W. K. Hoy. 2000. “A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust.” Review of Educational Research 70 (4): 547–593. doi:10.3102/00346543070004547.
  • Vangrieken, K., F. Dochy, E. Raes, and E. Kyndt. 2015. “Teacher Collaboration: A Systematic Review.” Educational Research Review 15 (June): 17–40. doi:10.1016/j.edurev.2015.04.002.
  • Vijver, F. V. D., and J. He. 2014. “Report on Social Desirability, Midpoint and Extreme Responding in TALIS 2013.” OECD Education Working Papers 107. https://doi.org/10.1787/5jxswcfwt76h-en.
  • Zhang, W., and M. Bray. 2020. “Comparative Research on Shadow Education: Achievements, Challenges, and the Agenda Ahead.” European Journal of Education 55 (3): 322–341. doi:10.1111/ejed.12413.
  • Zinn, S., A. Würbach, H. Steinhauer, and A. Hammon. 2020. “Attrition and Selectivity of the NEPS Starting Cohorts: An Overview of the past 8 Years.” AStA Wirtschafts- Und Sozialstatistisches Archiv 14 (2): 163–206. doi:10.1007/s11943-020-00268-7.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.