校外補習通常被稱爲影子教育(shadow education)，這在中國越來越流行。根據中國教育追蹤調查，在主科（語文，數學，英文）中，補習數學是最多的加。雖然過去有不少研究探討過影子教育與數學成就之間的關係，影子教育的效果仍然存有許多疑問。本研究的目的是使用中國教育追蹤調查的資料去探究影子教育與九年級學生數學成就之間的關係。我們採用階層迴歸的統計方法研究影子教育對九年級學生(共 5029位)數學成就的解釋效果。研究發現在控制背景變項、家長因素、學生對數學的學習動機之後，影子教育不能顯著地解釋學生的數學成就。這個研究結果的意義不在於完全否定影子教育的效果，而在於幫助家長和老師瞭解決定學生數學成就的更重要的因素。

Shadow education has been popular in China in recent years. According to the China Educational Panel Survey (CEPS), most students receive shadow education for mathematics among other academic subjects. Previous research has investigated the effect of shadow education on mathematics achievement, but the findings were inconsistent. This study aimed to examine the association between shadow education and mathematics achievement using a sample size of 5,029 students in the CEPS, a national scale survey. The hierarchical regression method was used in this study to investigate the effect of shadow education on ninth-grade students’ mathematics achievement. The findings suggest that shadow education does not significantly predict mathematics achievement after accounting for background variables, parental factors, and students’ mathematics motivation. In contrast, both parental factors and students’ mathematics motivation explain a significant amount of variation in mathematics achievement. These findings have implications that, other than shadow education, there are other important factors affecting mathematics achievement, which may help parents and teachers make better educational decisions.

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