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A hierarchical linear Bernoulli model is employed, incorporating the lagged phase of class and school peers’ shadow education participation rates to test robustness, while grounded in Reference Group and Effectively Maintained Inequality theories.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-theatre-effect-of-shadow-education-a-study-based-on-data-from-china-education-panel-survey/595195/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-theatre-effect-of-shadow-education-a-study-based-on-data-from-china-education-panel-survey/595195.png","ImageObject",300,407,{"name":42,"@type":43},"Bulrr","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study mean by the “theatre effect” in education?","Question",{"text":63,"@type":64},"The “theatre effect in education” is explained through an analogy: when some students improve through shadow education, classmates and parents may follow, leading to broader participation. The study tests whether this peer-driven spread occurs in shadow education participation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which data and years are used for the analysis?",{"text":68,"@type":64},"The study uses data from the China Education Panel Survey for academic years 2013-2014 and 2014-2015. 2013-2014 is set as the baseline, with follow-up data collected for 2014-2015.",{"name":70,"@type":61,"acceptedAnswer":71},"How is robustness of the “theatre effect” tested?",{"text":72,"@type":64},"The regression model includes the lag phase of shadow education participation rates for class and school peers. 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(2023). The “theatre effect” ofshadow education: A study based on data from China Education Panel Survey. Best Evidence in Chinese Education, 13(2):1709-1713. |\n\nKeywords: Shadow Education, Theatre Effect in Education, Peer Effects  \nCorrespondence to: Haiping Xue, Capital Normal University, Beijing 100089, China. E-mail:  \n[xuehaiping_416@163.com](xuehaiping_416@163.com)  \n[Conflict of Interests](Conflict of Interests: None.)[: None.](Conflict of Interests: None.)  \n© 2023 Insights Publisher. All rights reserved.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-Non Commercial 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.  \nIntroduction  \nWhen a student successfully improves his/her academic achievements with the help of shadow education, his/her classmates and their parents will follow suit and join in afterschool supplementary tutoring. An analogy is made between this phenomenon and the scenario in the theatre where if some viewers stand up from their seats to get better view, those sitting right behind will stand up too, and eventually all those sitting behind them will rise. This is how the term “theatre effect in education” was coined. This study established its theoretical framework based on the Reference Group theory and the Effectively Maintained Inequality (EMI) theory. Data from the China Education Panel Survey (CEPS) in the academic years of 2013-2014 and 2014-2015 were utilized to investigate whether shadow education can produce the “theater effect” and the differences in the “theater effect” of shadow education between families of different socioeconomic status (SES) as well as between urban and rural families. The hierarchical linear Bernoulli model was used in the analysis. In addition, the lag phase of shadow education participation rates of class and school peers was incorporated in the regression model to test the robustness of the “theatre effect” of shadow education.  \nResearch Hypotheses  \nIn this study, classmates and schoolmates were treated as the reference group of the individual student. A reference group is typically used by an individual as a standard for evaluating themselves and their behaviors and plays the role of“norm-setter”.  \nThe individual student has the most communication with their classmates during the school days. Classmates play the major role of norm-setting of the reference group. Therefore, hypothesis one (H1) was proposed: The higher the shadow education participation rate of class and school peers, the greater the probability of the individual student participating in shadow education, and class peers pose a greater influence on individual’s participation in supplementary tutoring than schoolmates.  \nFamilies of middle SES are typically more engaged in the educational competition, so more likely to participate in shadow education due to the peer effects. Hence, suggested were hypothesis two (H2): The higher the shadow ed","cbCailH07y0FlOCk","https://ap.wps.com/l/cbCailH07y0FlOCk","pdf",385346,"English","# Introduction\n# Research Hypotheses\n# Data Sources and Variables\n## Data Sources\n## Variables\n# Research Methods\n## Null Model","[{\"question\":\"What does the study mean by the “theatre effect” in education?\",\"answer\":\"The “theatre effect in education” is explained through an analogy: when some students improve through shadow education, classmates and parents may follow, leading to broader participation. The study tests whether this peer-driven spread occurs in shadow education participation.\"},{\"question\":\"Which data and years are used for the analysis?\",\"answer\":\"The study uses data from the China Education Panel Survey for academic years 2013-2014 and 2014-2015. 2013-2014 is set as the baseline, with follow-up data collected for 2014-2015.\"},{\"question\":\"How is robustness of the “theatre effect” tested?\",\"answer\":\"The regression model includes the lag phase of shadow education participation rates for class and school peers. This is used to examine whether the estimated peer effects remain stable over time.\"}]","The “Theatre Effect” of Shadow Education - A Study Based on Data from China Education Panel Survey | PDF",1792080609,13]