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https://doi.org/10.58195/emi.v3i1.145
Ren, P., & Zhao, Z. . (2024). Parental Recognition of Double Reduction Policy，Family Economic Status And Educational Anxiety: Exploring the Mediating Influence of Educational Technology Substitutive Resource. Economics & Management Information, 3(1), 1–12. https://doi.org/10.58195/emi.v3i1.145
Volume 3, Issue 1, March 2024
Copyright (c) 2024 Ping Ren, Zhiqiang Zhao
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Parental Recognition of Double Reduction Policy，Family Economic Status And Educational Anxiety: Exploring the Mediating Influence of Educational Technology Substitutive Resource

China's double reduction policy, aiming to curb excessive extracurricular tutoring, sparks debate and concerns among parents about its impact on the next generation's academics and competitiveness. Some forward-thinking parents seek alternatives like one-on-one tutoring or paid online learning, yet financial constraints intensify anxiety, especially for economically disadvantaged families. A study involving 200 parents examines their views on policy implementation, family economic status, and the role of alternative resources in educational anxiety. Findings highlight that the stronger the implementation of the double reduction policy in a region, the higher the parental education anxiety becomes. Parents with poorer economic conditions are more hesitant than those with better economic status when it comes to choosing to use paid alternative educational resources. The government and society should explore measures to ensure equitable access to education and alleviate anxiety. Additionally, establishing a dynamic tracking and feedback system for the double reduction policy is essential, actively seeking input from parents to better serve their needs and align educational policies with national education goals.

alternative education resource double reduction policy educational anxiety time perspective educational equity

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  1. Funding: Not applicable.