The Different Influence of Private High Schools and Public High School on Students’ Outcomes-Weary Psychology in China. Grade A

Document Content and Description Below

Background of the study Education in China is considered as a vital aspect for the growth of the country. Till few years back the government of China had full control of the education system in the c... ountry and schooling was made compulsory. Most of the schools were public schools with government funding that provided good quality education with all the amenities. There was a compulsory 9 years primary and secondary school education for all the children in the country that was followed by 4 years of higher education. However this scenario has changed as the government has granted permission for private schools to flourish. This has given scope for increase in private high schools managed for profit making tremendously especially in urban areas (Ghosh, 2016). However, the government still funds some activities in the private schools in a bid to reduce stratification in the education system. The thriving number private schools teaching different subjects including foreign languages has prompted parents from higher and middle class background to join their children in private schools further increasing the demand for more. The present paper will analyze the socio-psychological development and academic achievement among students of both private and public schools that vary in standards, exposure and teaching methods (Tan and Chua, 2015). The increase in the admissions in private schools has increased the competition among students. The education in private schools have become more stress full and controlled by the management of the school as they students are pushed for higher grades and pass of exams (Feld, & Shusterman, 2015). The tension of getting high grades in exams is causing stress, anxiety among the students in private schools when compared with public schools that in turn is having negative affect to them such as causing depression and suicidal tendencies. However, there research shows that students in private schools exhibit higher academic achievement compared to their counterparts in public schools, the prompting the current study into factors that leads to these difference. Research objectives In regards of conducting the research the following aims and objectives have been set for this proposal report. To critically evaluate socio-psychological development and academic achievement of students studying in private high schools and public high schools in China To analyze the stress levels, creativity and confidence levels of students from both the schools. To establish the impact of private high school attendant and public high school attendant on postsecondary education. Reference Csikszentmihalyi, M., & Larson, R. (2014). Validity and reliability of the experience-sampling method. In Flow and the foundations of positive psychology (pp. 35-54). Springer Netherlands. Deb, S., Strodl, E., & Sun, J. (2014). Academic-related stress among private secondary school students in India. Asian Education and Development Studies, 3(2), 118-134. Feld, L. D., & Shusterman, A. (2015). Into the pressure cooker: Student stress in college preparatory high schools. Journal of adolescence, 41, 31-42. Goyal, S. and Pandey, P., 2012. How Do Government and Private Schools Differ?. Economic and Political Weekly, pp.67-76. Ghosh, S. M. (2016). Academic Stress among Government and Private High School Students. The International Journal of Indian Psychology, 3 (2). Jayanthi, P., Thirunavukarasu, M., & Rajkumar, R. (2015). Academic stress and depression among adolescents: A cross-sectional study. Indian pediatrics, 52(3), 217-219. Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches. Health promotion practice, 16(4), 473-475. Sherafat, R., & Murthy, C. V. (2016). A Comparative Study of Government and Private School Students on Their Critical Thinking and Study Habits. The International Journal of Indian Psychology, 3(4), 52-60. Smith, J. A. (Ed.). (2015). Qualitative psychology: A practical guide to research methods. Sage. Smith, W. C., & Joshi, D. K. (2016). Public vs. private schooling as a route to universal basic education: A comparison of China and India. International Journal of Educational Development, 46, 153-165. Tan, C., & Chua, C. S. (2015). Education policy borrowing in China: Has the West wind overpowered the East wind?. Compare: A Journal of Comparative and International Education, 45(5), 686-704. Yuan, Y. H., Wu, M. H., & Lee, J. C. (2014). The Essential Difference on Public or Private Vocational School–The Student's Creativity of Mechanical Engineering. Procedia-Social and Behavioral Sciences, 116, 2321-2329. Zhao, X., Selman, R. L., & Haste, H. (2015). Academic stress in Chinese schools and a proposed preventive intervention program. Cogent Education, 2(1), 1000477. Brewer, D. and G. Hentschke (2009), “An international perspective on publicly-financed, privately-operated schools”, in M. Berends (ed.) Handbook of Research on School Choice, Routledge, New York, pp. 227-246. Hsieh, C-T. and M. Urquiola (2006), “The effects of generalized school choice on achievement and stratification: Evidence from Chile’s voucher program”, Journal of Public Economics, Vol. 90 (8-9), pp. 1477-1503. Levin, H. (2009), “An Economic Perspective on School Choice”, in M. Berends, M. Springer, D. Ballou and H. Walberg (eds.), Handbook of Research on School Choice, Lawrence Erlbaum Associations, pp.19-34. Maranto, R., S. Milliman and S. Scott (2000), “Does Private School Competition Harm Public Schools? Revisiting Smith and Meier’s: The Case Against School Choice”, Political Research Quarterly, Vol. 53, No. 1, pp. 177-192. OECD (2006), Demand-Sensitive Schooling? Evidence and Issues, Schooling for Tomorrow, OECD Publishing. [Show More]

Last updated: 1 year ago

Preview 1 out of 21 pages