The Heterogeneous Effects of Participation in Shadow Education on Mental Health of High School Students in Taiwan
Bibliographic Data
| ID | 15460930 |
|---|---|
| Authors | I C Chen (0000-0002-0223-552X, Michigan State University, corresponding author), Ping‐Yin Kuan (0000-0001-9516-4910, National Chengchi University) |
| Year | 2021 |
| Volume | 18 |
| Issue | 3 |
| Pages | 1222-1222 |
| Publication date | 2021-01-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph18031222 |
| PMID | 33573032 |
| OpenAlex | W3126431963 |
| Language | EN |
| Citations received | 8 |
| References cited | 15 |
The effect of shadow education or private supplementary education (PSE) on school achievement has been prolifically studied, but its impact on well-being remains understudied. This study examines the heterogeneous effect of PSE participation on school achievement and depression symptoms among high schoolers in Taiwan. The study uses panel data of the Taiwan Upper Secondary Database (TUSD) in the 2014 and 2015 academic years. We join the inverse-probability-of-treatment weighting (IPTW) approach and the seemingly unrelated regression (SUR) model to estimate the effects of PSE participation patterns on two correlated outcomes, comprehensive assessment of high school entrance examination and self-reported depression symptoms in the 11th grade. The latent class analysis identifies five PSE participation patterns: always-taker, early-adopter, dropout, late-adopter, and explorer, to predict the effect of PSE on the scores of entrance examination and later depression symptoms in high school ( n = 7708, mean age = 15.33). The findings suggest that PSE participation in junior high is positively associated with academic achievement. However, PSE participation also increases depression symptoms, particularly in the case of always-takers. In other words, while always-takers increase their school achievement in transition into high school, their risks of suffering from depression are also higher than their peers
Academic achievement · Depression (economics · Developmental psychology · Economics · Mental health · Multilevel model · Psychiatry · Shadow (psychology · Sociology · Statistics · Clinical Psychology · Demography · Global Educational Reforms and Inequalities · Psychology
A Longitudinal Narrative Inquiry on Disadvantaged Adolescents' Well‐Being Development in Fee‐Free Supplementary Tutoring
Shadow education and student achievement
Does Shadow Education Affect Behavioral (Dis)engagement? Evidence from South Korean Elementary School Students
Does cram school participation bring about negative emotions? Causal inference based on Chinese Education Panel Survey (Ceps) data
Private Tutoring Classes and Emotional Well-Being in China
The impact of China's “Double Reduction” policy on primary school students' subjective well-being and academic achievement
Parental perceptions of economic inequality and investment in children's organized extracurricular activities
Examining the nature, effectiveness and implications of shadow education in rural Kazakhstan
Counterfactuals and Causal Inference
The Growing Phenomenon of Private Tutoring
Moving towards best practice when using inverse probability of treatment weighting (IPTW) using the propensity score to estimate causal treatment effects in observational studies
Using Propensity Scores to Help Design Observational Studies
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling
Relationships between Extra-School Tutoring Time, Somatic Symptoms, and Sleep Duration of Adolescent Students
Student participation in private supplementary education
Does cram schooling matter? Who goes to cram schools? Evidence from Taiwan
Shadow education and educational inequality in South Korea
Commentaries
Shadow Education, American Style
Private Tutoring and Demand for Education in South Korea
Learning Beyond the School Walls
Shadow Education and Allocation in Formal Schooling
Effects of Cram Schooling on Academic Achievement and Mental Health of Junior High Students in Taiwan
| Citations per year | 2.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |