The Influence Of Extracurricular Tutoring On The Gap Of Junior Middle School Students' Cognitive And Non-cognitive Abilities Between Urban And Rural Areas

With the ever-changing market economy,education has more to do with the future of individuals,families,nations and the world.In east Asian countries,especially China,South Korea and Japan,highly competitive education systems have contributed to the growth of after-school tutoring.In China,many parents use after-school tutoring as a"fast track" to help their children achieve social mobility,creating a huge and growing market for private tutoring.As "shadow education",extra-curricular tutoring has attracted extensive attention from the government and researchers in China.It not only affects students' daily life,but also affects families' education expenditure,which may cause unfair education and increase the gap between urban and rural areas.However,few studies have used national samples to explore the role of extracurricular tutoring in the development gap between cognitive and non-cognitive abilities of urban and rural Chinese students.Based on the baseline data of "China education tracking survey",this paper analyzes and studies the basic situation of urban and rural students' participation in extracurricular tutoring,the influence of extracurricular tutoring on the ability of urban and rural students,and the contribution to the ability gap between urban and rural students.This study focuses on all kinds of paid extracurricular remedial classes and interest classes that junior middle school students participate in.The term"extracurricular remedial classes" is used in this paper to refer to such remedial classes.It can be divided into two categories:subject tutoring for on-campus subject learning and examination(extracurricular remedial classes such as Chinese,mathematics and English),and interest extension tutoring for on-campus learning goals that aim to improve students'comprehensive quality and develop their interests and specialties(interest classes).The marginal contribution of this paper is as follows:on the one hand,more diversified OLS regression is used to analyze and discuss the relationship between extracurricular tutoring subjects and students' performance,interest classes and students'non-cognitive ability;On the other hand,this paper USES blinder-oaxaca difference decomposition to summarize the contribution of extracurricular tutoring to the cognitive and non-cognitive abilities gap between urban and rural students.The main research questions include:first,how many junior high school students participate in extracurricular tutoring?Second,what are the factors that influence cognitive and non-cognitive abilities?Does extracurricular tutoring have an impact on students' ability?Third,how much is the contribution share of extracurricular tutoring to the comprehensive quality gap between urban and rural students?The main findings are as follows:Firstly,the proportion of urban students participating in extra-curricular tutoring is significantly higher than that of rural students,with an overall gap of 26.31%.And this gap is more obvious in extracurricular classes,with a gap of 24.37%and a gap of 16.76%in interest classes.In addition,the participation rate of extracurricular classes is higher than that of interest classes.Secondly,the extracurricular tutoring class effect has no significant influence on Chinese performance,and the relationship between math and English extracurricular tutoring classes and performance and cognitive ability test scores is stable and significant.The effect of math and English extracurricular classes is more significant among rural students.Among the other factors that may affect students' scores and scores on cognitive tests,parental education level,family cultural capital and parental companionship play a more robust and significant role.Household type,gender,grade and frequency of going out are also important factors affecting junior high school students' academic performance,but they have no significant influence on the scores of cognitive ability tests.Thirdly,there is also a stable and significant relationship between interest classes and non-cognitive abilities,and the effect of interest classes on openness of thinking and sociality is positive.In the urban sample,the effect of interest class on perseverance was not significant,but in the rural sample it was significant.The biggest impact on openness to thinking.Fourth,in addition to negative emotions,it can be explained that part of the contribution to the achievement,cognitive ability test score and non-cognitive ability gap between urban and rural students accounts for the majority,which means that the difference between urban and rural students' achievement,cognitive ability test score and non-cognitive ability gap mainly lies in the differences in the characteristics of the two groups.Sleep duration,parents' level of education and family cultural capital were important contributing factors.Fifth,the participation rate and quality of extracurricular tutoring classes are the important reasons for the gap between urban and rural students' achievement and cognitive ability.In terms of performance,the contribution shares of math and English extracurricular tutoring classes were-467.24%and 92.96%respectively,which came from the explicable part,that is,the gap in the participation rate of extracurricular tutoring classes.Although the contribution of the cram school in English performance mainly comes from the explicable part,the unexplainable part,that is,the return difference brought by the quality gap of the extracurricular tutoring class accounts for 28.75%,which may be due to the low quality of the English extracurricular tutoring class received by the rural students,resulting in the low return.Compared with academic performance,extracurricular tutoring class is not an important factor in the gap between urban and rural students' cognitive ability,and its contribution share is only 5.99%.Sixth,the interest class is an important factor that causes the gap between urban and rural students' non-cognitive ability.Among them,fortitude aspect,the interest class contribution is 5.07%;In terms of negative emotions,the contribution of interest class is 34.48%,which mainly comes from the unexplainable part,that is,the difference in the rate of return brought by the difference in the quality of interest class.In terms of openness to thinking,the contribution share of interest classes is 26.14%,mainly from the explicable part,that is,the gap in the participation rate of interest classes explains some of the gap in non-cognitive ability.In addition,interest classes were not an important factor in the social gap,contributing only 1.19 percent.