Effect of family poverty on self-regulated learning ability and academic achievement mediated by school learning activities and private tutoring hours of adolescents

Abstract

The purpose of this study is to understand whether participation in learning activities at school and private tutoring differs in accordance with in- come and to observe the mediator effect of school learning activities and partic- ipation in private tutoring on the influence of income on self-regulated learning ability and academic achievement. Structural equation modeling was employed for statistical analyses. This study reveals that the students from families with a higher income participate more actively in class activities and spend more time in private tutoring. In addition, they tend to participate more actively in school learning activities and show a higher level of academic achievement. Based on these results, this study suggested methods for improving the self-regulated learning ability and academic achievement of adolescents.