Instructional Quality of Private Tutoring and its Correlates

被引：2

作者：

Guill, Karin ^{[1
]}

Luedtke, Oliver ^{[1
,2
]}

Koeller, Olaf ^{[1
]}

机构：

[1] Univ Kiel, Leibniz Inst Padagog Nat Wissensch & Math, Olshausenstr 62, D-24118 Kiel, Germany

[2] Zentrum Int Bildungsvergleichsstudien, Munich, Germany

来源：

ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE | 2017年 / 31卷 / 01期

关键词：

private tutoring; shadow education; instructional quality;

D O I：

10.1024/1010-0652/a000188

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

To describe the instructional quality of private tutoring lessons, the framework for out-of-school learning environments of the German National Educational Panel Study (NEPS) differentiates between the dimensions of structure, challenge and support in private tutoring. To evaluate this framework, we used data from a NEPS student cohort in grade 10. Confirmatory factor analyses showed a sufficient fit of the model to private tutoring lessons in mathematics and English. The instructional dimensions were in part weakly negatively related to the students' achievement and their helplessness and in part positively related to the tutors' formal qualification (small to large effects).

引用

页码：87 / 93

页数：7

共 17 条

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