Determinants of Middle School Students' Participation in Shadow Education in Japan.

MIDDLE school students; ECOLOGICAL systems theory; STUDENT participation; STUDENT aspirations; EDUCATION policy; MIDDLE school education

Although previous studies have examined the likelihood of students' participation in shadow education (private supplemental education), these studies have not explained the complex nature of shadow education. The author in the present study examined how eighth graders' characteristics and their environments in Japan influenced the likelihood of advanced and remedial shadow education in learning mathematics compared to no participation. Data from 4745 8th graders from the Trends in International Mathematics and Science Study (TIMSS) 2015 in Japan were used for statistical analyses. The theoretical framework was Bronfenbrenner's ecological theory Results from multinomial logistic regression analyses revealed that students' background characteristics and their environments affected the likelihood of students' enrolling in advanced and remedial shadow education. Females with higher mathematics scores were more likely to take part in advancement; however, higher educational aspirations, having Internet access, and parental importance of mathematics were negatively related to advancement. Contrarily, students with lower mathematics achievement, higher educational aspirations, having Internet access, and parental importance of mathematics were negatively associated with remediation. The implications for educational policy were addressed in order for the public officials to set up some guidelines for students' use of the Internet. [ABSTRACT FROM AUTHOR]

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