The Mediating Role of Shadow Education (SE) Participation on Goal Orientation, Study Habits, Connectedness, and Academic Performance

Abstract

This study purports to determine the mediating role of SE participation on four variables, namely goal orientation, study habits, connectedness, and academic performance involving 267 elementary and high school student respondents, and simultaneous relationships between and among these variables were examined through structural equation modeling. Results revealed that the higher the student desire to improve his study habits and the less he is connected to his family and friends the more likely he will participate. However, the more he is connected to his family and friends and the higher his goal orientation the more likely his academic performance will improve Academic achievement in this study is not supported by participation in shadow education or private tutorial, but a more connected environment and a more positive goal orientation will lead to improvement in academic performance.