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Educational Studies Volume 49, 2023 - Issue 2
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Research Article

The effects of shadow education on high school students’ creative thinking and academic achievement in mathematics: the case of the Republic of Korea

Sunyoung HanMathematics Education Department, College of Education, Sungkyunkwan University, Seoul, Republic of KoreaORCID Iconhttps://orcid.org/0000-0001-5642-7095View further author information
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Heejoo SuhMathematics Education Department, College of Education, Sungkyunkwan University, Seoul, Republic of KoreaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-2038-3937View further author information
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Pages 314-333 | Received 03 Mar 2020, Accepted 10 Nov 2020, Published online: 14 Dec 2020

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Read on this site (2)

Kevin-Wai-Ho Yung, Steve R. Entrich & Alfredo Bautista. (2023) Shadow education: new areas of inquiry in teaching, learning and development (Educación en la sombra: nuevas áreas de estudio sobre enseñanza, aprendizaje y desarrollo). Journal for the Study of Education and Development 46:4, pages 707-727.
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Soo-yong Byun, Jilli Jung & Tae-Seob Shin. (2023) Does shadow education discourage or encourage creative thinking? Evidence from South Korea (La educación en la sombra, ¿fomenta o desincentiva el pensamiento creativo? Evidencia de Corea del Sur). Journal for the Study of Education and Development 46:4, pages 774-808.
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Articles from other publishers (9)

Wn-ho Yoon, JaeKyung Seo & Cheolung Je. (2024) Korean autistic persons facing systemic stigmatization from middle education schools: daily survival on the edge as a puppet. Frontiers in Psychiatry 15.
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Suherman Suherman & Tibor Vidákovich. (2024) Relationship between ethnic identity, attitude, and mathematical creative thinking among secondary school students. Thinking Skills and Creativity 51, pages 101448.
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Yuhuan Zhang, Xiaohui Wu, Shuang Chen, Chengcheng Cui, Yahan He & Lidong Wang. (2024) Differential effects of private tutoring on groups of students’ mathematics achievements: a longitudinal study. Educational Studies in Mathematics 115:2, pages 197-222.
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Jing Zhang, Ling Chen, Zhao Zuo & Baoping Li. (2023) Do government-led online after-school tutoring program help improve students’ non-cognitive abilities? – A comparative analysis with extracurricular commercial tutoring. Do government-led online after-school tutoring program help improve students’ non-cognitive abilities? – A comparative analysis with extracurricular commercial tutoring.
Yuhuan Zhang, Shuang Chen, Chengcheng Cui, Yahan He & Lidong Wang. (2023) Differential effects of private tutoring on facets of students' mathematics achievement: A longitudinal study. Learning and Individual Differences 105, pages 102304.
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Haiping Xue, Chenchen Fang, Jin Shi, Xiaoqing Hu & Fang Qian. (2023) Can Preschool Out-of-Kindergarten Tutoring Improve Approaches to Learning for Children? Evidence from China Family Panel Studies (CFPS) 2012 to 2020. Sustainability 15:2, pages 1246.
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Gabriela Novotná. (2022) Mathematics tutoring from the perspective of lower secondary pupils. e-Pedagogium 22:3, pages 53-70.
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Entika Fani Prastikawati & Fadhila Yonata. (2022) Theorizing Shadow Education and Academic Success in East Asia: Understanding the Meaning, Value, and Use of Shadow Education by East Asian Students. rEFLections 29:3, pages 761-764.
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Chunkai Zhao & Boou Chen. (2022) Parental migration and non-cognitive abilities of left-behind children in rural China: Causal effects by an instrumental variable approach. Child Abuse & Neglect 123, pages 105389.
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