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

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.