“双减”背景下家长教育焦虑的基本特征与影响因素研究

A Study on the Fundamental Characteristics and Influencing Factors of Parental Educational Anxiety in the Context of the “Double Reduction” Policy

摘要: “双减”政策实施后，家长教育焦虑问题仍备受关注。本研究旨在探讨该政策背景下家长教育焦虑的基本特征及其影响因素。采用问卷调查法，对111名义务教育阶段学生的家长进行施测，发现“双减”政策实施后，家长教育焦虑程度仍较高，且集中在学生学习表现、学生未来发展、学生学习环境等方面；不同受教育程度的家长在学生学习表现、学习环境、社会交往及自身能力焦虑上存在显著差异，硕士学历家长的焦虑水平普遍较低；相关性分析显示，家长教育焦虑与五个维度均呈显著正相关，进一步的回归分析发现，在控制其他变量后，仅“对未来发展的担忧”能显著预测家长的高焦虑状态。研究结论认为，家长教育焦虑本质上是一种以未来预期为核心的前瞻性焦虑，缓解焦虑的关键在于引导家长形成理性、多元的发展观念。

Abstract: Following the implementation of the “Double Reduction” policy, parental educational anxiety remains a significant concern. This study aims to explore the fundamental characteristics of parental educational anxiety and its influencing factors under the policy context. Using a questionnaire survey method, 111 parents of compulsory education students were assessed. Findings indicate that parental educational anxiety remains high after the implementation of the “Double Reduction” policy, primarily concentrated on student academic performance, future development, and learning environment. Significant differences exist in anxiety levels regarding academic performance, learning environment, social interaction, and self-capability among parents with varying educational backgrounds, with those holding master’s degrees exhibiting generally lower anxiety levels. Correlation analysis revealed significant positive correlations between parental educational anxiety and all five dimensions. Further regression analysis indicated that, after controlling for other variables, only “concerns about future development” significantly predicted high parental anxiety levels. The study concludes that parental educational anxiety is fundamentally a forward-looking anxiety centered on future expectations. Alleviating this anxiety hinges on guiding parents toward rational and diverse developmental perspectives.