Zhang Yuhuan, Ma Xiao, Wang Lidong
School of Mathematics and Statistics, Henan University, Kaifeng, China.
Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China.
Front Psychol. 2020 Apr 6;11:603. doi: 10.3389/fpsyg.2020.00603. eCollection 2020.
Participation in private tutoring has been a global educational phenomenon and is especially prevalent in China. The present study conducted a student-report questionnaire and collected school reports of mathematical achievement to track a year of the longitudinal variation of private tutoring and obtained an analysis of the impact of metacognition on private tutoring participation and its moderating effects between environment-related and initial indicators and mathematical private tutoring participation. The empirical results of this study showed that metacognitive level for learning process monitoring, family economic condition, and mathematics achievement could impact the decision to participate in private tutoring. The results also showed that family economic condition could moderate the effect of metacognitive level for learning process monitoring on the decision to participate in private tutoring. Practical implications for educational competent department and the schoolteachers were discussed.
参加课外辅导已成为一种全球教育现象，在中国尤为普遍。本研究进行了一项学生报告问卷调查，并收集了数学成绩的学校报告，以追踪课外辅导一年的纵向变化，并分析元认知对课外辅导参与的影响及其在环境相关指标和初始指标与数学课外辅导参与之间的调节作用。本研究的实证结果表明，学习过程监控的元认知水平、家庭经济状况和数学成绩会影响参与课外辅导的决定。结果还表明，家庭经济状况可以调节学习过程监控的元认知水平对参与课外辅导决定的影响。讨论了对教育主管部门和学校教师的实际启示。
