The Psychological Effects of “Double Reduction” Policy on Students, Teachers, and Parents

DOI

10.2991/aebmr.k.220404.074How to use a DOI?

Keywords

Double reduction policy; psychological changes; students; teachers; parents

Abstract

The declining Chinese birth rate, the need to develop the manufacturing industry, and capital-dominated extracurricular tutoring classes that prevent the country from truly selecting innovative talents, moreover, the excessive academic burden has caused students to have varying degrees of psychological problems, so promote the “Double Reduction” policy. A “Double Reduction” policy aims to reduce students’ homework workload and off-campus training burden, ease family education anxiety, and improve teacher effectiveness. There is heavy learning pressure on students due to the problem of further education, teachers also experience varying levels of anxiety, and parents are concerned about their children’s education. “Double Reduction” has significantly reduced students’ pressure, but teachers’ and parents’ pressure have not diminished. This article examines the psychological changes of students, teachers, and parents in the context of the double reduction policy.

Copyright

© 2022 The Authors. Published by Atlantis Press International B.V.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Jingyi Yan
PY  - 2022
DA  - 2022/04/18
TI  - The Psychological Effects of “Double Reduction” Policy on Students, Teachers, and Parents
BT  - Proceedings of the 2022 International Conference on Creative Industry and Knowledge Economy (CIKE 2022)
PB  - Atlantis Press
SP  - 392
EP  - 395
SN  - 2352-5428
UR  - https://doi.org/10.2991/aebmr.k.220404.074
DO  - 10.2991/aebmr.k.220404.074
ID  - Yan2022
ER  -