The association between private tutoring and mathematics learning outcomes in primary and secondary schools: A three-level meta-analysis

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2026-04-01 Epub Date: 2026-01-30 DOI:10.1016/j.lindif.2026.102877

Yuhuan Zhang , Lijin Liu , Zijing Wang , Lidong Wang

引用次数: 0

Abstract

The relationship between private tutoring and mathematics learning outcomes remains unclear in the existing literature. To address this issue, a three-level meta-analysis was conducted of 76 international empirical studies published between 2000 and 2024, examining the association between private tutoring and students' cognitive and non-cognitive learning outcomes in mathematics. Results revealed a small positive correlation between private tutoring and mathematics learning outcomes in primary and secondary schools, primarily in cognitive learning outcomes. The relationship with non-cognitive learning outcomes was nonsignificant. Additionally, test type, school stage, and geographical location moderated the relationship between private tutoring and cognitive learning outcomes in mathematics.

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私教与中小学数学学习成果的关系：一个三水平的元分析

在现有文献中，私人辅导与数学学习成果之间的关系尚不清楚。为了解决这一问题，我们对2000年至2024年间发表的76项国际实证研究进行了三层次的荟萃分析，研究了私人辅导与学生数学认知和非认知学习成果之间的关系。结果显示，私人辅导与中小学数学学习成果之间存在微小的正相关，主要是在认知学习成果方面。与非认知学习结果的关系不显著。此外，考试类型、学校阶段和地理位置调节了家教与数学认知学习结果的关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).