Different subjects, different incentives: Private tutoring and perceived instructional quality in Czech lower-secondary schools
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10456738" target="_blank" >RIV/00216208:11410/23:10456738 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=G94hWdk3zq" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=G94hWdk3zq</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.ijedudev.2023.102737" target="_blank" >10.1016/j.ijedudev.2023.102737</a>
Alternative languages
Result language
angličtina
Original language name
Different subjects, different incentives: Private tutoring and perceived instructional quality in Czech lower-secondary schools
Original language description
Whether education systems can stimulate or attenuate the demand for private supplementary tutoring by acting on the quality of provided school instruction is a complex and relatively unexplored issue. This study aims to reduce this knowledge gap by analysing the relationships between private tutoring attendance and instructional quality perceived at individual and classroom levels. Regression analyses are performed on a representative sample of 1280 pupils in the senior grade of lower secondary Czech schools. In mathematics and national language, students who find the school instruction interesting, who learn a lot, whose teachers can motivate them and explain the subject well, are less likely to use private tutoring in this subject. By increasing the quality of teaching in these subjects, schools and teachers may indirectly reduce the demand for private tutoring. However, perceived quality of school instruction in English language does not affect English tutoring, which is procured by affluent families irrespective of the perceived quality of school instructions.
Czech name
—
Czech description
—
Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
<a href="/en/project/GA18-00939S" target="_blank" >GA18-00939S: The link between mainstream and shadow education: the case of Czech lower-secondary schools</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
International Journal of Educational Development
ISSN
0738-0593
e-ISSN
1873-4871
Volume of the periodical
98
Issue of the periodical within the volume
Neuvedeno
Country of publishing house
GB - UNITED KINGDOM
Number of pages
10
Pages from-to
1-10
UT code for WoS article
000934092900001
EID of the result in the Scopus database
2-s2.0-85147714874