Abstract
Utilizing a nationally representative data set from China Education Panel Survey (CEPS), this study examines the effects of family factors and extra-curricular tutoring on Chinese students’ cognitive ability and non-cognitive ability. Based on the method of Ordinary Least Square (OLS) and Propensity Score Matching (PSM), we find that family socioeconomic status (SES) has a significant positive impact on both cognitive and non-cognitive ability. At the same time, family relationships significantly boost students’ non-cognitive ability. As for shadow education, we concluded that academic tutoring has a positive effect on students’ cognitive ability, but it has no significant positive effect on non-cognitive ability, while the positive effect of interest tutoring on non-cognitive ability is greater than the negative influence effect on cognitive ability.
Highlights
With the development of social economy, the importance of individual comprehensive ability in the labor market has surpassed the academic qualifications to become the object of investigation by various employers
Utilizing a nationally representative data set from China Education Panel Survey (CEPS), this study examines the effects of family factors and extra-curricular tutoring on Chinese students’ cognitive ability and non-cognitive ability
Based on the method of Ordinary Least Square (OLS) and Propensity Score Matching (PSM), we find that family socioeconomic status (SES) has a significant positive impact on both cognitive and non-cognitive ability
Summary
With the development of social economy, the importance of individual comprehensive ability in the labor market has surpassed the academic qualifications to become the object of investigation by various employers. Most of the existing researches in China are based on the perspective of educational equity or the personal benefits to evaluate the impact of extra-curricular tutoring, but the literatures about how extra-curricular tutoring, including interest tutoring and academic tutoring, affects participants’ cognitive ability and non-cognition ability is rare. Based on the above analysis, this paper uses data set from China Education Panel Survey (CEPS) to explore the effects of family factors and extra-curricular tutoring on Chinese students’ cognitive ability and non-cognitive ability. It aims to enrich research on the influence of family factors and tutoring on human capital. Through the empirical analysis in the previous section, we will summarize the important conclusions of this article and present some inspirations and suggestions for the conclusion
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