Longitudinal relationship among private tutoring, student-parent conversation, and student achievement

The main purpose of this study was to examine whether and how the amount of time spent in private tutoring, the extent of the student-parent conversation, and student achievement were related longitudinally. The autoregressive cross-lagged model was used as the model for the analysis of variables from the KYPS data. The main findings of this study were as follows. First, there was a positive relationship between the amount of time spent in private tutoring and student achievement. Second, there was a positive relationship between the extent of the student-parent conversation and student achievement. Last, there was no statistically significant relationship between the amount of time spent in private tutoring and the extent of the student-parent conversation.