摘要
为探究小学课外补习对学生升入初中后学业发展的影响,本文采用多层线性模型对北京市某初中全样本学生的九年追踪数据进行了分析。结果发现,在控制了父母受教育程度和职业社会地位等学生背景之后,学生在小学阶段参与语文、数学和英语补习对其初中阶段在相应学科上学业成绩的影响各不相同;整体来说,小学一年级参加语文或者数学课外补习对初中相应学科的初始成绩有负影响,小学高年级参与补习能在一定程度上提高学生在初中阶段的起始成绩,但对初中三年的学业增长速度有负面影响。
To investigate the long-term effect of private tutoring （PT） during primary education on student＇s academic development in middle school, this study employs Hierarchical Linear Model on a nine-year longitudinal data collected in a middle school in Beijing. The basic findings include： （1） in terms of student backgrounds, such as parental education levels and parental professions, etc., PT in G2-6 may significantly improve students＂ starting level at middle school （i.e., the first mid-term exam score in GT） for math, Chinese, and English; （2） but PT in G1 have significantly negative effects on G7 mid-term score in math and Chinese; （3） PT in primary education has significantly negative effect on the growth rate （i.e. slope） in middle school. Therefore, early and large amount of PT in primary education may have negative effects on the long-term academic development in middle school.
出处
《教育发展研究》
CSSCI
北大核心
2015年第15期18-25,共8页
Research in Educational Development
基金
张羽承担的2012年北京市教育科学规划重点课题"北京市小学阶段校外培训机构对学生学习行为及学校教学的影响"(AAA12015)的部分成果
关键词
课外补习
学业发展
追踪研究
多层线性模型
private tutoring, academic development, longitudinal study, hierarchical linear model
