“双减”政策下杭州市中小学家长教育心理焦虑的统计分析

Statistical Analysis of Educational Psychological Anxiety among Parents of Primary and Secondary School Students in Hangzhou under the “Double Reduction” Policy

摘要: 目的：为分析“双减”政策下杭州市中小学家长的教育心理焦虑状况，探讨政策对家长焦虑的影响因素和内在机制，并根据焦虑类型对家长进行分类，以提供针对性的教育支持建议。方法：采用分层随机抽样方法，对杭州市各城区中小学家长进行问卷调查。运用因子分析和Kmeans模型分析家长教育心理焦虑变化的影响因素。结果：调查共获得814份有效问卷，因子分析和Kmeans聚类分析结果表明：(1) “双减”政策实施、家庭年收入对家长教育焦虑变化有显著性影响；(2) 教育心理焦虑主要受教育历程担忧、学习过程焦虑、健康学习关切和教育成果关注四个因素的影响；(3) 通过Kmeans聚类分析，将家长分为三种类型：健康成果型、学习关怀型和教育轨迹型；(4) 健康成果型家长主要关注孩子的身心健康和教育成果，学习关怀型家长注重孩子的学习方法和健康状态，教育轨迹型家长则更加关注教育路径和孩子在学习过程中的身心健康。

Abstract: Objective: To analyze the educational psychological anxiety status of primary and secondary school parents in Hangzhou under the Double Reduction policy, explore the influencing factors and internal mechanisms of the policy on parental anxiety, and classify parents based on anxiety types to provide targeted educational support suggestions. Methods: The stratified random sampling method was adopted to conduct a questionnaire survey among parents of primary and secondary schools in various urban districts of Hangzhou. Factor analysis and Kmeans model were utilized to analyze the influencing factors of changes in parental educational psychological anxiety. Results: A total of 814 valid questionnaires were obtained in the survey. The results of factor analysis and Kmeans clustering analysis indicated that: (1) The implementation of the “Double Reduction” policy and the annual family income had a significant influence on the changes in parental educational anxiety; (2) Educational psychological anxiety was mainly affected by four factors: concerns about the educational process, anxiety in the learning process, concerns about healthy learning, and concerns about educational outcomes; (3) Through Kmeans clustering analysis, parents were classified into three types: the healthy outcome type, the learning care type, and the educational trajectory type; (4) The healthy outcome type of parents mainly focused on their children’s physical and mental health and educational outcomes. The learning care type of parents emphasized their children’s learning methods and health status. The educational trajectory type of parents paid more attention to the educational path and their children’s physical and mental health during the learning process.