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Li, B. (2018) Is Education Tutor Really Effective?—Based on the Perspective of Academic Performance and Non-Cognitive Development. Beijing Social Sciences, No. 182, 40-49.

has been cited by the following article:

• TITLE: The Influence of Shadow Education on Cognitive Ability and Non-Cognitive Ability

  AUTHORS: Xiangyu Zhao

  KEYWORDS: Family Socioeconomic Status, Tutoring Class, Cognitive Ability, Non-Cognitive Ability

  JOURNAL NAME: Modern Economy, Vol.10 No.3, March 25, 2019

  ABSTRACT: Utilizing a nationally representative data set from China Education Panel Survey (CEPS), this study examines the effects of family factors and extra-curricular tutoring on Chinese students’ cognitive ability and non-cognitive ability. Based on the method of Ordinary Least Square (OLS) and Propensity Score Matching (PSM), we find that family socioeconomic status (SES) has a significant positive impact on both cognitive and non-cognitive ability. At the same time, family relationships significantly boost students’ non-cognitive ability. As for shadow education, we concluded that academic tutoring has a positive effect on students’ cognitive ability, but it has no significant positive effect on non-cognitive ability, while the positive effect of interest tutoring on non-cognitive ability is greater than the negative influence effect on cognitive ability.