Environment and Social Psychology

Shadow Education and Self-Learning Management among Junior High School Students in Guangxi, China

Jingjing Li

Chinese International College, Dhurakij Pundit University, Bangkok, 10210, Thailand; School of Accounting, Guangxi University Of Foreign Languages, Nanning, 530222, China

Peng-fei Chen

Chinese International College, Dhurakij Pundit University, Bangkok, 10210, Thailand

Honglan Yang

Chinese International College, Dhurakij Pundit University, Bangkok, 10210, Thailand; College of Agriculture and Biology, Guangxi Minzu Normal University, Chongzuo, 532200, China

DOI: https://doi.org/10.59429/esp.v10i11.4216

Keywords: Junior high school student; Shadow education; Autonomous learning; Time management; Emotion regulation; Self-Determination Theory

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Abstract

Self-learning management constitutes a fundamental prerequisite for lifelong learning. It plays a key role in fostering sustainable personal development. At the critical educational juncture of junior high school, strengthening students' capacity for self-learning management holds particular importance. Drawing on Self-Determination Theory, this study surveyed 780 junior high school students in Guangxi, China. A questionnaire approach was adopted to examine the relationship between shadow education and three dimensions of self-learning management: autonomous learning, time management, and emotion regulation. The findings indicate that shadow education exerts a significant positive effect on students' autonomous learning, time management, and emotion regulation. In other words, shadow education can enhance students' overall self-learning management competence.

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