This study employed a composite questionnaire comprising four adapted scales designed to assess students’ behavioral, emotional, and cognitive reading engagement as well as their perceptions of teacher support in college blended reading classrooms.
A convenience sampling method was employed to recruit 300 college students from Z University, which is located in Z Province, China. The utilization of the sample, data, and data analysis procedure of the present study has been approved by the medical ethics committee of Department of Psychology and Behavioral Sciences. The participants consisted of sophomore and junior students from various majors, all enrolled in parallel classes of either College English III or College English IV instructed by the same teacher.
The questionnaire employed in this study was administered digitally through the WJX online survey platform (https://www.wjx.cn/), which is a widely used and reliable data collection tool in pedagogical research. Distribution occurred during the concluding weeks of the fall semester in 2022, ensuring that the participants had sufficient experience with the blended reading environment to provide informed responses.

An extensive body of research has documented cognitive impairments in children who develop in high-adversity contexts. These findings have led to the predominant view that chronic stress impairs cognition. However, this is not the whole story. Recent theory suggests that these same individuals may also develop enhanced cognitive abilities for solving problems in high-adversity contexts. This specialization hypothesis predicts that people from harsh environments will show improved performance on tasks matching recurrent problems in those environments. This novel hypothesis has not yet been assessed within the context of learning, where it may have important implications for education, employment, and interventions. Here, we examine the ability to learn about danger versus non-danger information in college students. We describe the results of an unpublished, preregistered, well-powered, and confirmatory study (N=126) showing that college students with more involvement in, but not more exposure to, violence learn better about danger but not about location information, than peers with less involvement in violence.This study will be submitted as a Registered Report to a journal. Although the date of release is not yet known, its publication is expected to take around 18 months to be available

University students are the most employed category of participants in cognitive research. However, researchers cannot fully control what their participants do the night before the experiments (e.g., consumption of alcohol) and, unless the experiment specifically concerns the effects of alcohol consumption, they often do not ask about it. Despite previous studies demonstrating that alcohol consumption leads to decrements in next-day cognitive abilities, the potential confounding effect of hangover on the validity of cognitive research has never been addressed. To address this issue, in the present study, a test-retest design was used, with two groups of university students: at T0, one group was constituted by hungover participants, while the other group was constituted by non-hungover participants; at T1, both groups were re-tested in a non-hangover state. In particular, the tests used were two versions of a parity judgment task and an arithmetic verification task. The results highlight that: (a) the response times of university students experiencing a hangover are significantly slower than those of non-hangover students and (b) the response times of hungover students are slower than those of the same students when re-tested in a non-hangover state. Additionally, it was also observed that the prevalence of hungover students in the university campus varies depending on the day of the week, with a greater chance of enrolling hungover participants on specific days. In light of the latter result, the recruitment of university students as participants in cognitive experiments might lead researchers to erroneously attribute their results to the variables they are manipulating, ignoring the effects of the potential hangover state.

This data collection contains information from the first wave of High School and Beyond (HSB), a longitudinal study of American youth conducted by the National Opinion Research Center on behalf of the National Center for Education Statistics (NCES). Data were collected from 58,270 high school students (28,240 seniors and 30,030 sophomores) and 1,015 secondary schools in the spring of 1980. Many items overlap with the NCES's NATIONAL LONGITUDINAL STUDY OF THE CLASS OF 1972 (ICPSR 8085). The HSB study's data are contained in eight files. Part 1 (School Data) contains data from questionnaires completed by high school principals about various school attributes and programs. Part 2 (Student Data) contains data from surveys administered to students. Included are questionnaire responses on family and religious background, perceptions of self and others, personal values, extracurricular activities, type of high school program, and educational expectations and aspirations. Also supplied are scores on a battery of cognitive tests including vocabulary, reading, mathematics, science, writing, civics, spatial orientation, and visualization. To gather the data in Part 3 (Parent Data), a subsample of the seniors and sophomores surveyed in HSB was drawn, and questionnaires were administered to one parent of each of 3,367 sophomores and of 3,197 seniors. The questionnaires contain a number of items in common with the student questionnaires, and there are a number of items in common between the parent-of-sophomore and the parent-of-senior questionnaires. This is a revised file from the one originally released in Autumn 1981, and it includes 22 new analytically constructed variables imputed by NCES from the original survey data gathered from parents. The new data are concerned primarily with the areas of family income, liabilities, and assets. Other data in the file concentrate on financing of post-secondary education, including numerous parent opinions and projections concerning the educational future of the student, anticipated financial aid, student's plans after high school, expected ages for student's marriage and childbearing, estimated costs of post-secondary education, and government financial aid policies. Also supplied are data on family size, value of property and other assets, home financing, family income and debts, and the age, sex, marital, and employment status of parents, plus current income and expenses for the student. Part 4 (Language Data) provides information on each student who reported some non-English language experience, with data on past and current exposure to and use of languages. In Parts 5-6, there are responses from 14,103 teachers about 18,291 senior and sophomore students from 616 schools. Students were evaluated by an average of four different teachers who had the opportunity to express knowledge or opinions of HSB students whom they had taught during the 1979-1980 school year. Part 5 (Teacher Comment Data: Seniors) contains 67,053 records, and Part 6 (Teacher Comment Data: Sophomores) contains 76,560 records. Questions were asked regarding the teacher's opinions of their student's likelihood of attending college, popularity, and physical or emotional handicaps affecting school work. The sophomore file also contains questions on teacher characteristics, e.g., sex, ethnic origin, subjects taught, and time devoted to maintaining order. The data in Part 7 (Twins and Siblings Data) are from students in the HSB sample identified as twins, triplets, or other siblings. Of the 1,348 families included, 524 had twins or triplets only, 810 contained non-twin siblings only, and the remaining 14 contained both types of siblings. Finally, Part 8 (Friends Data) contained the first-, second-, and third-choice friends listed by each of the students in Part 2, along with identifying information allowing links between friendship pairs.

As per Cognitive Market Research's latest published report, the Global Private Tutoring Market size will be USD 171.89 Billion by 2028. The Global Private Tutoring Industry's Compound Annual Growth Rate will be 8.52% from 2023 to 2030.

The Elementary Revenue is estimated to reach at USD 19.27 Billion in 2028
The Online Revenue in Private Tutoring is expected to reach USD 71.38 Billion in 2028.
The North America Private Tutoring market size is estimated to reach at USD 59.84 Billion in 2028.

Market Drivers For Private Tutoring

Increasing competition level among students

In school most of the students lose their attention or inspiration to learn due to many reasons. This can seriously affect the grades of the students. Similarly, nowadays competitive attitude of being topper and securing better marks than other competitors has been increased. It necessitates the best guidance to remain topper.

This competition assists a large number of students in preparing for real-life situations. Similarly, participating in competitions such as study, curriculum activities, exams, and competitive exams provides students with varied information and achievement. The ideal guideline will boost students' self-confidence in a variety of ways.

Moreover, with the global job market becoming more competitive, parents are becoming increasingly concerned about their children's grades. Numerous parents think that the academic subjects such as mathematics and science play an important role in aspiring jobs. According to the Global Education Census Report 2018, the most common subject privately tutored, is mathematics, with two-thirds of students (66%) taking it, followed by physics (43%).

Hence, spending on private tutoring of the students is increasing across the globe. University of Toronto surveyed that, in Canada, since 2002, about 25 percent of parents have purchased tutoring for their children, in 2015 the proportion rose to 35 percent.

According to the Global Education Census Report 2018, private tuition outside of school hours is increasingly prevalent throughout the world: four out of ten students (43%) indicate they have a private tutor or coach outside of school hours. In China (57%) and India (55%) it is rising to more than five out of ten.

Besides this, the growing number of students appearing for competitive exam and entrance exam are increasing year by year. University of California, San Francisco hosts about 11,000 students with 6,700 undergraduates. 73% of the total population comes from California while the rest are from other parts of the world. To gain admission in these types of colleges student needs to clear high cut off marks. Therefore, it is important to provide the best teaching guideline to the students for a better future which raises the demand for private tutoring.

Thus, increasing competition level among students drives the demand for private tutoring in United States as well as across the globe.

Restraints for Private Tutoring Market

Unregulated fee structure.(Access Detailed Analysis in the Full Report Version)

Opportunities for Private Tutoring Market

Availability of various private tutoring through online sales channels.(Access Detailed Analysis in the Full Report Version)

What is Private Tutoring?

Private tutoring is referred to the educational or non-education learning in addition to the school activities. It generally takes place after school hours or in weekends. The main objective of the private tutoring is to work with student and to help student improve in the area where they are particularly struggling or facing the challenge.

The person who helps children to improve is referred as the private tutor. Private tutoring takes place either through online platform or physically. The tutoring is design and based to address the different needs associated with curriculum, test-preparations and extra-curricular activities.

Private tutoring is associated with several advantages such as elimination of distraction, focused on specific areas, encourage student's enthusiasm, confidence and self-esteem which help student not only to score good grades academically but also improve them in extracurricular activities.

With the enhancing competitive parenting, desire to provide best education to children and failure of standard school to focus on each student with the special focuses on t...

Global Online Anger Management Class market size is expected to reach $5.71 billion by 2029 at 14.7%, segmented as by type, cognitive behavioral therapy anger management class, mindfulness-based anger management class, other types

The result of testing the effects with the Bootstrap method.

Connections between our findings and the Social Cognitive Career Theory (SCCT) model.