北京市中小学学生数学补习的影响因素分析

The Influential Factors of Private Mathematic Tutoring of Elementary and Secondary Students in Beijing

补习教育带给家庭和社会一种及其矛盾的情感，它本身不仅是具有深远的经济意义的产业，而且会对社会产生复杂的影响。为了向公众描绘一个更加清晰和全面的关于补习教育的图景，选取北京8所普通小学和5所普通中学的2089名被试，以学校、家庭、个人为背景变量分别探讨影响数学补习次数和态度的因素。结果表明：（1）中等水平学校学生数学补习行为最积极。（2）母亲受教育水平较高，子女参加数学补习行为较积极。（3）小学生参加数学补习时间较多，态度较积极；中等数学水平学生补习态度最积极。（4）Logistic回归分析显示，学校水平、母亲受教育水平和年级对中小学生数学补习时间的累积贡献率为8 5％。分层线性回归分析显示，年级对中小学生数学补习态度的贡献率为4％。

Supplementary education (private tutoring) brings one kind of conflicting emotions to the families and the societies; it is not only an industry with a far-reaching economic significance, but also would have complex effects on society. In order to present a clear and comprehensive picture of supplementary education to the public, the study recruited 2089 participants from eight ordinary elementary schools and five ordinary middle schools in Beijing and analyzed the factors that influenced the number and attitudes of private mathematic tutoring. The results show that: 1) mid-level students had the highest participation in and the pleasantest attitudes to mathematic supplementary education, 2) students with better educated mothers had higher participation in and more pleasantest attitudes to mathematic supplementary education, 3) 4th grade students had higher participation in and more positive attitudes to mathematic supplementary education than 8th grade, and among divided groups of mathematic literacy, the mid-level groups had the most positive attitudes; 4) logistic regression indicated that the overall predictive power of school level, maternal educational level and grade on mathematic supplementary educational time is 8 5%; linear regression indicated that the overall predictive power of grade on mathematic supplementary attitude is 4%.