The Effects of Shadow Education on High School Students' Creative Thinking and Academic Achievement in Mathematics: The Case of the Republic of Korea

Autor/inn/en	Han, Sunyoung; Suh, Heejoo
Titel	The Effects of Shadow Education on High School Students' Creative Thinking and Academic Achievement in Mathematics: The Case of the Republic of Korea
Quelle	In: Educational Studies, 49 (2023) 2, S.314-333 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Sunyoung) ORCID (Suh, Heejoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1850427
Schlagwörter	High School Students; Creative Thinking; Academic Achievement; Mathematics Achievement; Foreign Countries; Tutoring; Student Attitudes; Study; Time on Task; South Korea + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kreatives Denken; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Förderkonzept; Nachhilfeunterricht; Schülerverhalten; Studies; Studium; Zeitaufwand; Korea; Republik
Abstract	This study examined the effects of shadow education on high school students' creative thinking and academic achievement in mathematics. Data from the Seoul Education Longitudinal Study were used for the analyses, including descriptive statistics, path analyses, and multiple group analyses. The results reveal that shadow education negatively influenced students' creative thinking in the long term, but positively affected academic achievement in mathematics in the short term. Furthermore, students who increased their hours of participation in the following year were more likely to present stronger effects of shadow education on creative thinking and weaker effects of shadow education on academic achievement. In considering the findings, mathematics educators, parents, and policymakers should not neglect shadow education when developing educational plans. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01