影子教育对香港学生福祉的影响：来自2018年国际学生评估项目（PISA）的证据
The Effect of Shadow Education on Hong Kong Student Wellbeing: Evidence From PISA 2018.
作者信息
Liang Han, Wang Zhongxing, Wu Wensheng
机构信息
Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China.
College of Education, Qufu Normal University, Qufu, China.
出版信息
Front Psychol. 2022 May 10;13:860179. doi: 10.3389/fpsyg.2022.860179. eCollection 2022.
This study investigates the effect of shadow education on Hong Kong student wellbeing. The data were extracted from PISA 2018 (Programme For International Student Assessment 2018) of Hong Kong, and HLM analysis was conducted with student and school dimensions as the independent variables and student wellbeing as the dependent variable. The results in the student dimension showed that students attending shadow education had a significantly higher level of wellbeing than students who did not attend, and in the school dimension, that school competition climate had a significant impact on students' wellbeing; however, shadow education caused by schoolwork pressure and shadow education support appeared to have no significant impact on wellbeing. Furthermore, there was an interactive effect between competition climate and shadow education time which negatively affected wellbeing.
本研究调查了影子教育对香港学生幸福感的影响。数据取自香港2018年国际学生评估项目（PISA 2018），并以学生和学校维度为自变量、学生幸福感为因变量进行了分层线性模型（HLM）分析。学生维度的结果显示，参加影子教育的学生的幸福感水平显著高于未参加的学生；在学校维度，学校竞争氛围对学生幸福感有显著影响；然而，课业压力导致的影子教育和影子教育支持似乎对幸福感没有显著影响。此外，竞争氛围与影子教育时间之间存在交互作用，对幸福感产生负面影响。
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