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Intensity and content of private tutoring lessons during German secondary schooling : Effects on students’ grades and test achievement. / Guill, Karin; Ömeroğullari, Melike; Köller, Olaf.

In: European Journal of Psychology of Education, 12.10.2021.

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Guill, Karin ; Ömeroğullari, Melike ; Köller, Olaf. / Intensity and content of private tutoring lessons during German secondary schooling : Effects on students’ grades and test achievement. In: European Journal of Psychology of Education. 2021.

BibTeX

@article{c252a78f9791464ab653544fbc341868,
title = "Intensity and content of private tutoring lessons during German secondary schooling: Effects on students{\textquoteright} grades and test achievement",
abstract = "Private supplementary tutoring is a widespread phenomenon. However, evidence that private tutoring has positive effects on academic achievement or about the specific conditions of successful private tutoring is rare. Adapting Carroll{\textquoteright}s (1963) model for school learning to private tutoring, we expected to find positive effects of tutoring duration, tutoring intensity, and students{\textquoteright} motivation to attend private tutoring. In a sample of eighth-grade students in German secondary schools (N = 8510, 18.6% currently being tutored), we conducted regression analyses with multiple covariates and did not find a positive main effect of private tutoring attendance in any of the school subjects examined. Moreover, within the subsamples of tutored students, we were not able to identify positive effects of tutoring duration, tutoring intensity, tutoring content (such as a focus on homework completion, test preparation, or study behavior), or students{\textquoteright} motivation to attend private tutoring. Given these disillusioning findings, we primarily derive suggestions for future research.",
keywords = "Domain-specific learning in kindergarten and school, Shadow education, Private tutoring, Learning time, Lesson content, Secondary school",
author = "Karin Guill and Melike {\"O}meroğullari and Olaf K{\"o}ller",
year = "2021",
month = oct,
day = "12",
doi = "10.1007/s10212-021-00581-x",
language = "English",
journal = "European Journal of Psychology of Education",
issn = "0256-2928",
publisher = "Springer Netherlands",

}

RIS

TY - JOUR

T1 - Intensity and content of private tutoring lessons during German secondary schooling

T2 - Effects on students’ grades and test achievement

AU - Guill, Karin

AU - Ömeroğullari, Melike

AU - Köller, Olaf

PY - 2021/10/12

Y1 - 2021/10/12

N2 - Private supplementary tutoring is a widespread phenomenon. However, evidence that private tutoring has positive effects on academic achievement or about the specific conditions of successful private tutoring is rare. Adapting Carroll’s (1963) model for school learning to private tutoring, we expected to find positive effects of tutoring duration, tutoring intensity, and students’ motivation to attend private tutoring. In a sample of eighth-grade students in German secondary schools (N = 8510, 18.6% currently being tutored), we conducted regression analyses with multiple covariates and did not find a positive main effect of private tutoring attendance in any of the school subjects examined. Moreover, within the subsamples of tutored students, we were not able to identify positive effects of tutoring duration, tutoring intensity, tutoring content (such as a focus on homework completion, test preparation, or study behavior), or students’ motivation to attend private tutoring. Given these disillusioning findings, we primarily derive suggestions for future research.

AB - Private supplementary tutoring is a widespread phenomenon. However, evidence that private tutoring has positive effects on academic achievement or about the specific conditions of successful private tutoring is rare. Adapting Carroll’s (1963) model for school learning to private tutoring, we expected to find positive effects of tutoring duration, tutoring intensity, and students’ motivation to attend private tutoring. In a sample of eighth-grade students in German secondary schools (N = 8510, 18.6% currently being tutored), we conducted regression analyses with multiple covariates and did not find a positive main effect of private tutoring attendance in any of the school subjects examined. Moreover, within the subsamples of tutored students, we were not able to identify positive effects of tutoring duration, tutoring intensity, tutoring content (such as a focus on homework completion, test preparation, or study behavior), or students’ motivation to attend private tutoring. Given these disillusioning findings, we primarily derive suggestions for future research.

KW - Domain-specific learning in kindergarten and school

KW - Shadow education

KW - Private tutoring

KW - Learning time

KW - Lesson content

KW - Secondary school

U2 - 10.1007/s10212-021-00581-x

DO - 10.1007/s10212-021-00581-x

M3 - Journal article

JO - European Journal of Psychology of Education

JF - European Journal of Psychology of Education

SN - 0256-2928

ER -

ID: 1686248