An Empirical Study on How Family Economic Conditions Influence Students' Academic Outcomes: An Empirical Analysis Based on Investment in Extracurricular Education

Yuxin Zhang

doi:10.47297/wspiedWSP2516-250042.20261004

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An Empirical Study on How Family Economic Conditions Influence Students' Academic Outcomes: An Empirical Analysis Based on Investment in Extracurricular Education

Volume 10, Issue 4

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An Empirical Study on How Family Economic Conditions Influence Students' Academic Outcomes: An Empirical Analysis Based on Investment in Extracurricular Education
An Empirical Study on How Family Economic Conditions Influence Students' Academic Outcomes: An Empirical Analysis Based on Investment in Extracurricular Education
School of Education, The University of Birmingham, Edgbaston, Birmingham, B15 2TT, United Kingdom
Vol. 10, Issue 4, Pages: 193-199(2026)
Published：30 April 2026
DOI：10.47297/wspiedWSP2516-250042.20261004
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Zhang Yuxin.An Empirical Study on How Family Economic Conditions Influence Students' Academic Outcomes: An Empirical Analysis Based on Investment in Extracurricular Education[J].Journal of International Education and Development,2026,10(04):193-199.
DOI：

Zhang Yuxin.An Empirical Study on How Family Economic Conditions Influence Students' Academic Outcomes: An Empirical Analysis Based on Investment in Extracurricular Education[J].Journal of International Education and Development,2026,10(04):193-199. DOI： 10.47297/wspiedWSP2516-250042.20261004.

摘要

Abstract

Against the background of continuously increasing household investment in education and the ongoing implementation of China's "Double Reduction" policy

private tutoring is now widely regarded as a key form of household spending on education. However

its influence on students' academic outcomes

as well as the mechanisms behind it

is still subject to considerable debate. Using data from the China Education Panel Survey (CEPS)

this paper provides a systematic analysis of how household spending on private tutoring relates to the academic performance of junior secondary students from two dimensions: participation in private tutoring and time investment in tutoring. Controlling for family background characteristics such as household economic status

parental educational attainment

and urban–rural residence

this study employs multiple linear regression models for empirical analysis.The results show that

after controlling for family background factors

students who take part in private tutoring tend to achieve better academic results

with a statistically significant positive relationship observed

suggesting that private tutoring can partially supplement formal schooling and improve academic performance. In contrast

tutoring time investment is significantly negatively associated with academic achievement

indicating that private tutoring is more likely to serve a remedial and short-term function rather than generating linear gains with increased time investment. In addition

household economic conditions and parental educational attainment exert stable and significant positive effects on students' academic performance

while a persistent disparity in academic performance between urban and rural students remains evident.By distinguishing between the participation effect and the intensity effect of private tutoring

this research contributes to explaining the inconsistent findings reported in previous studies on the effectiveness of shadow education. The findings provide empirical evidence for guiding rational household educational investment and improving related education policies.

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Keywords

references

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