Effects of Cram Schooling on Academic Achievement and Mental Health of Junior High Students in Taiwan

Ping‐Yin Kuan

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Abstract

The role of private supplementary tutoring in the well-being of youth has been speculated upon but remains understudied. Using data from the Taiwan Educational Panel Survey gathered in 2001 and 2003, this study joins the inverse-probability-of-treatment weighting approach and seemingly unrelated regression (SUR) model to estimate effects of cram schooling on two correlated outcomes: academic achievement and depressive symptoms in Grade 9. The findings suggest that 9th grade cram schooling has a positive effect on both academic achievement and depression in Grade 9. In other words, while cram schooling increases 9th graders’ academic achievement, it raises the risk of depression as well.

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References

1989The Sociological Study of Stress 2006Adolescent suicide and suicidal behavior 2004A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance 2010Developmental cascades: Externalizing, internalizing, and academic competence from middle childhood to early adolescence 2007Adolescent depression: diagnosis, treatment, and educational attainment 2008The Growing Phenomenon of Private Tutoring: Does It Deepen Human Capital, Widen Inequalities, or Waste Resources?2007The determinants and impact of private tutoring classes in Vietnam 2012Impact of Sleep Extension and Restriction on Children’s Emotional Lability and Impulsivity

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