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

Heekwon Sohn, Donghwan Lee, Sunhwa Jang, Tae Kyun Kim

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)23-41
Number of pages19
JournalKEDI Journal of Educational Policy
Volume7
Issue number1
StatePublished - 2010

Keywords

  • Education policy
  • Longitudinal analysis
  • Private tutoring
  • Student achievement
  • Student-parent conversation

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