PRIVATE TUTORING AND ACADEMIC ACHIEVEMENT: SELF-STUDY AS A MEDIATOR

被引：4
|
作者：
Seo, Eun Hee [1 ,2 ]
机构：
[1] Seoul Womens Univ, Dept Gen Educ, Seoul, South Korea
[2] Gachon Univ, Grad Sch Educ, Dept Educ, 1342 Seongnamdaero, Seongnam Si, Gyeonggi Do, South Korea
来源：
SOCIAL BEHAVIOR AND PERSONALITY | 2018年 / 46卷 / 05期
关键词：
private tutoring; self-study; academic achievement; Korean middle school students; mathematics;
D O I：
10.2224/sbp.6689
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
I examined the relationships among private tutoring in mathematics, self-study, and academic achievement, in particular, the potential mediating role of self-study in the relationship between private tutoring and academic achievement. The responses of 3,689 Korean middle school students were analyzed. Results showed that private tutoring time positively predicted self-study time and academic achievement. Number of hours of self-study also predicted academic achievement and mediated the relationship between private tutoring and academic achievement. These findings showed that private tutoring increased the time students spent on self-study rather than replacing it. In addition, the positive effect of private tutoring on academic achievement was mediated by increased self-study time. Practical and theoretical implications are discussed.
引用
收藏
页码：823 / 830
页数：8
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