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Results indicate home time input is more influential than money. Domestic social capital and cultural capital, alongside weekend supplementary tutoring, improve outcomes, while workday extracurricular tutoring can reduce achievement. Parental involvement at school varies by class, harming disadvantaged students’ results.","Family Time and Money Inputs in Education and Teenager Development:  \nInterpretation of Social Capital, Cultural Capital, and Shadow Education  \nJiali Li, 1 Ruizhu He2  \n1. School of Education, Shanghai Normal University, Shanghai 200030, China  \n2. Faculty of Education, the Chinese University of Hong Kong, Hong Kong, China  \n\n| This paper utilizes data from the China Education Panel Survey 2013- 2015 to examine the effects offamily time and money inputs in education on adolescent academic performance from the perspectives of home social capital, cultural capital, and shadow education. Home time input in education is more vital to teenager academic progress than money input. Domestic social capital and cultural capital as well as weekend shadow education positively impact child academic results. Home-based parental participation as a key component of domestic social capital has the most significant influence on teenager academic improvement, while weekend supplementary tutoring generates the weakest effect; workday extracurricular tutoring even negatively affects student academic achievement. School-based parental involvement differs among families of different classes, with a significant negative effect on academic results of teenagers from disadvantaged backgrounds. Due to the absence of heterogeneity effects of home time input in education on academic progress of students from various social backgrounds, parental time investment should be taken as the most effective means to improve academic performance of adolescents from underprivileged classes.\u003Cbr>Best Evidence in Chinese Education 2022; 11(1):1455-1460.\u003Cbr>Doi: 10.15354/bece.22.ab002. |\n| --- |\n| How to Cite: Li, J., & He, R. (2022). Family time and money inputs in education and teenager development: Interpretation of social capital, cultural capital, and shadow\u003Cbr>education. Best Evidence in Chinese Education, 11(1):1455-1460. |\n\nKeywords: Family Educational Inputs, Social Capital, Cultural Capital, Shadow Education  \nAbout the Author: Jiali Li, School of Education, Shanghai Normal University, Shanghai 200030, China Correspondence to: Ruizhu He, Faculty of Education, the Chinese University of Hong Kong, HongKong, China.  \nE-mail: [estherho@cuhk.edu.hk](estherho@cuhk.edu.hk)  \nConflict of Interests: None.  \n© 2022 Insights Publisher. All rights reserved.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License  \n([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher.  \nPrevious studies on family educational investment mostly focus on one single dimension such as parental participation, cultural capital, or shadow education. Few of them integrate home time and money inputs in education in one discussion, despite that the two are generally concurrent. The differences in home time and money investment in child education among families of different classes as well as the impact of the inputson teenagers and its power are worth exploration. Based on data from the China Education Panel Survey 2013-2015, we discuss the social stratification of home educational investment and the effects of differential family inputs on adolescent development. Tobe specific, this paper addresses the following topics: 1) the current state of time and money inputs in education by families of different social status and disparities in social capital, cultural capital, and access to shadow education among differentiated family backgrounds (such as the family economic status, parental education level, parents’ professional status); 2) the impact of social capital, cultural capital, and shadow education on teenager academic performance and its power; 3) the impact of time and money investmen","cbCainVk9G5BfAAn","https://ap.wps.com/l/cbCainVk9G5BfAAn","pdf",251144,"English","en",105,"# Research Background and Purpose\n## Key Research Questions\n# Research Data and Variables\n## Dataset and Sample\n## Dependent Variable\n## Core Explanatory Variables\n## Control Variables\n# Methodology\n## Statistical Approaches","[{\"question\":\"Which matters more for adolescents’ academic progress: family time or family money inputs in education?\",\"answer\":\"The study finds home time input is more vital than money input for improving adolescents’ academic progress.\"},{\"question\":\"How do social capital, cultural capital, and shadow education relate to academic performance?\",\"answer\":\"Domestic social capital and cultural capital positively impact academic results, and weekend shadow education also shows a positive effect.\"},{\"question\":\"What effects do different types of extracurricular tutoring have?\",\"answer\":\"Weekend supplementary tutoring has the weakest positive effect, while workday extracurricular tutoring may negatively affect students’ academic achievement.\"}]","Family Time and Money Inputs in Education and Teenager Development - Interpretation of Social Capital, Cultural Capital, and Shadow Education | PDF",1792080479,15,{"code":4,"msg":81,"data":82},"ok",{"site_id":74,"language":73,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"family-time-and-money-inputs-in-education-and-teenager-development-interpretation-of-social-capital-cultural-capital-and-shadow-education","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/family-time-and-money-inputs-in-education-and-teenager-development-interpretation-of-social-capital-cultural-capital-and-shadow-education/595120/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":73,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/family-time-and-money-inputs-in-education-and-teenager-development-interpretation-of-social-capital-cultural-capital-and-shadow-education/595120.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":39},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"Which matters more for adolescents’ academic progress: family time or family money inputs in education?","Question",{"text":128,"@type":129},"The study finds home time input is more vital than money input for improving adolescents’ academic progress.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How do social capital, cultural capital, and shadow education relate to academic performance?",{"text":133,"@type":129},"Domestic social capital and cultural capital positively impact academic results, and weekend shadow education also shows a positive effect.",{"name":135,"@type":126,"acceptedAnswer":136},"What effects do different types of extracurricular tutoring have?",{"text":137,"@type":129},"Weekend supplementary tutoring has the weakest positive effect, while workday extracurricular tutoring may negatively affect students’ academic achievement.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":74},1792171372]