Purpose

The purpose of the study is twofold: to offer a theoretical model that illuminates families' motivation to invest in private tutoring and to consider the implications of such investments in the context of South Korea. Given that parents invest in private tutoring for their child if the perceived expected benefits, at the time of enrollment, are greater than the direct and indirect costs of such tutoring, the study explores how private tutoring may affect educational inequities and possibly lead to inferior social outcomes.

Design/methodology/approach

A theoretical model based on the human capital approach was developed. Three questions based on stylized facts were addressed: (1) Why would a household send a child to private tutoring? (2) Why do different households invest in different amounts of private tutoring? (3) Why may a household over-invest in private tutoring?

Findings

The findings of this study indicate that the demand for private tutoring services decreases with the costs of private tutoring, while increasing as levels of academic readiness and aptitude, levels of household education, levels of current wealth and expected returns to private tutoring increase. These findings imply that private tutoring may exacerbate social inequities and cause an inferior social outcome, but that a government can influence the demand for tutoring through taxation.

Research limitations/implications

This study did not address the non-pecuniary benefits that may be derived from private tutoring. The most important limitation and potential source of weakness of the study is that the model is theoretical. These results therefore need to be interpreted with caution.

Practical implications

The study indicates the need for private households, as well as government officials, to carefully consider the costs and benefits of private tutoring in South Korea. Although the study focuses on South Korea, the findings may apply to other countries in which private tutoring offerings are prominent.

Social implications

The educational choices that families make for their children have important financial and social implications in all countries, but especially in South Korea. The important implication is that private tutoring will tend to aggravate educational and social inequality.

Originality/value

The existing body of research on private tutoring investment in South Korea suggests that the phenomenon is ubiquitous, growing and spreading to other countries. Furthermore, the motivation behind households' decisions to invest in private tutoring for their children is not always addressed in the published literature. Also, far too little attention has been paid to the economic impact private tutoring has on households and children, as well as society in general.

中文翻译：

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私人补习计划的成本和收益：韩国案例

目的

该研究的目的有两个：提供一个理论模型，阐明家庭投资课外辅导的动机，并考虑此类投资在韩国背景下的影响。考虑到如果在入学时感知到的预期收益大于此类补习的直接和间接成本，父母会为孩子投资课外辅导，该研究探讨了课外辅导如何影响教育不平等，并可能导致较差的社会结果。

设计/方法/方法

开发了基于人力资本方法的理论模型。解决了基于程式化事实的三个问题：（1）为什么一个家庭会送孩子去补习？(2) 为什么不同家庭对课外辅导的投入不同？(3) 为什么一个家庭会过度投资课外辅导？

发现

本研究的结果表明，对课外辅导服务的需求随着课外辅导成本的降低而减少，而随着课业准备程度和能力水平、家庭教育水平、当前财富水平和课外辅导预期回报的增加，对课外辅导服务的需求会增加。这些发现意味着课外辅导可能会加剧社会不平等并导致较差的社会结果，但政府可以通过税收来影响对补习的需求。

研究限制/影响

这项研究没有涉及可能从私人补习中获得的非金钱利益。该研究最重要的局限性和潜在弱点是该模型是理论性的。因此，需要谨慎解释这些结果。

实际影响

该研究表明，私人家庭和政府官员需要仔细考虑韩国私人补习的成本和收益。尽管该研究侧重于韩国，但研究结果可能适用于其他提供私人补习服务的国家。

社会影响

家庭为孩子做出的教育选择在所有国家都具有重要的经济和社会影响，尤其是在韩国。重要的含义是，课外辅导往往会加剧教育和社会不平等。

原创性/价值

韩国现有的关于课外辅导投资的研究表明，这种现象无处不在，而且还在不断增长并蔓延到其他国家。此外，家庭决定为他们的孩子进行课外辅导的决定背后的动机并不总是在已发表的文献中得到解决。此外，很少有人关注课外辅导对家庭和儿童以及整个社会的经济影响。