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Relationships between Extra-School Tutoring Time, Somatic Symptoms, and Sleep Duration of Adolescent Students: A Panel Analysis Using Data from the Korean Children and Youth Panel Survey

Author

Listed:
  • Jin-Won Noh

    (Department of Health Administration, Dankook University, Cheonan 31116, Korea)

  • Jinseok Kim

    (Department of Social Welfare, Seoul Women’s University, Seoul 01797, Korea)

  • Jooyoung Cheon

    (Department of Nursing Science, Sungshin Women’s University, Seoul 01133, Korea)

  • Yejin Lee

    (Department of Healthcare Management, Eulji University, Seongnam 13135, Korea)

  • Young Dae Kwon

    (Department of Humanities and Social Medicine, College of Medicine and Catholic Institute for Healthcare Management, The Catholic University of Korea, Seoul 06591, Korea)

Abstract

As private tutoring has expanded worldwide, it has been noted that private tutoring and associated emotional distress can affect sleep duration and the health of adolescent students. However, the relationships between extra-school tutoring time, somatic symptoms, defined as physical symptoms of emotional distress, and sleep duration in adolescents has rarely been determined. The aim of this study was to identify these relationships in adolescent students. Data from the Korean Children and Youth Panel Survey were analyzed to address the research questions. Weekday sleep duration, extra-school tutoring time, and somatic symptoms were measured using adolescents’ self-report questionnaires. A multilevel, structural equation model was utilized to test the relationships between these variables and was deemed appropriate considering the repeated measure of the panel data. After controlling for respondent sex, parent working status and education level, and family structure, adolescents’ extra-school tutoring time and level of somatic symptoms were associated with sleep duration during weekdays. Furthermore, the association between extra-school tutoring time and sleep duration was partially mediated by somatic symptoms. Korean adolescent students slept less than the recommended duration. Intervention programs that increase parental interest and attention in adolescent students’ lives, not only focused on academic achievement but also emotional distress is needed. Researchers and policymakers should understand recommended age-appropriate sleep duration and the educational culture and provide balanced strategies between the consideration of the effect of private education on academic achievement and the need to guarantee physical and mental health in adolescent students.

Suggested Citation

  • Jin-Won Noh & Jinseok Kim & Jooyoung Cheon & Yejin Lee & Young Dae Kwon, 2020. "Relationships between Extra-School Tutoring Time, Somatic Symptoms, and Sleep Duration of Adolescent Students: A Panel Analysis Using Data from the Korean Children and Youth Panel Survey," IJERPH, MDPI, vol. 17(21), pages 1-9, October.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:21:p:8037-:d:438220
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    References listed on IDEAS

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    1. Sunwoong Kim & Ju-Ho Lee, 2010. "Private Tutoring and Demand for Education in South Korea," Economic Development and Cultural Change, University of Chicago Press, vol. 58(2), pages 259-296, January.
    2. Dang, Hai-Anh, 2007. "The determinants and impact of private tutoring classes in Vietnam," Economics of Education Review, Elsevier, vol. 26(6), pages 683-698, December.
    3. Asankha Pallegedara, 2012. "Demand for private tutoring in a free education country. The case of Sri Lanka," International Journal of Education Economics and Development, Inderscience Enterprises Ltd, vol. 3(4), pages 375-393.
    4. Bray, Mark & Zhan, Shengli & Lykins, Chad & Wang, Dan & Kwo, Ora, 2014. "Differentiated demand for private supplementary tutoring: Patterns and implications in Hong Kong secondary education," Economics of Education Review, Elsevier, vol. 38(C), pages 24-37.
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    Cited by:

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    2. Pablo Farías, 2020. "The Use of Fear versus Hope in Health Advertisements: The Moderating Role of Individual Characteristics on Subsequent Health Decisions in Chile," IJERPH, MDPI, vol. 17(23), pages 1-15, December.
    3. Oana Mariana Ciuchi, 2023. "Tutoring—An Emerging Phenomenon in the Romanian Education System," Sustainability, MDPI, vol. 15(19), pages 1-13, September.

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