The parents’ internet use and children’s extracurricular tutoring class participation

Abstract

Abstract The educational burden from extracurricular tutoring class has become a pressing social issue in China. This study used data from the China family panel studies (CFPS) in 2014, 2016, and 2018 to empirically analyze the impact of Internet usage on children’s participation in extracurricular tutoring class. There are many factors that influence parents’ decisions to enroll their children in extracurricular tutoring class. These factors include family income status, the level of importance parents place on their children’s education, the marginal returns on educational investment, academic pressure, etc. However, in today’s digitalized society, the widespread use of the internet will also become an important influencing factor in parents’ decisions regarding educational investment. The study finds that, parents by using the Internet significantly increase the probability of enrolling their children in extracurricular tutoring class. Through mechanism regression analysis, it is concluded that internet usage has a positive influence on parents enrolling their children in extracurricular tutoring class by increasing the frequency of social interaction and raising parents’ educational expectations for their children. Based on the empirical results, the following policy suggestions were proposed: 1. Schools should establish a more comprehensive after-school education service system to improve the engagement of students in compulsory education; 2. The government can enhance the accessibility and optimization of educational resources by increasing investment in education, improving the quality of in-school education, and optimizing the management and supervision of extracurricular tutoring class. This ensures that students can access high-quality educational services.

Keywords

• Internet
• Extracurricular tutoring class
• Social interaction
• Educational expectations
• CFPS