Under The "Double Subtraction" Policy,Junior High School Students Perceive The Impact Of Parental Expectations On Academic Stress ——A Mediated Model With Regulation

In 2021,the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued the "Opinions on Further Reducing Students’ Homework Burdens and Off-campus Training Burdens in Compulsory Education",with the purpose of reducing the academic burden of students in compulsory education.Academic stress is the tension and burden caused by learning tasks for students in the learning process.Its essence is the individual’s subjective experience and response to academic stressors.Although the implementation of the "double reduction" policy has eased the academic burden of students to a certain extent,changing the social atmosphere of "hope for a child to become a dragon" is not a one-day achievement,and in the context of Chinese culture,the expectations of "important others" such as parents and teachers A major source of academic stress.Self-regulated learning is a process in which learners choose suitable methods for cognitive regulation and strategy regulation,which reflects the learner’s learning ability and helps learners to build a more suitable learning environment.Important factors affecting academic stress.Based on the above,this study intends to verify the impact of the perceived parental expectations of junior high school students on their own academic pressure in the context of "double reduction";at the same time,to examine the role of junior high school students’ perceived teacher expectations in this impact mechanism and junior high school students’ autonomy The mechanism of learning ability in it is expected to provide a useful reference for consolidating the effect of reducing academic burden.The research uses the Questionnaire Star platform to test 862 subjects by using the questionnaires of "Parental Expectations Perceived by Middle School Students","Students’ Perceived Teacher Expectations Questionnaire","Self-regulated Learning Questionnaire",and "Learning Stress Scale".A total of 791 valid questionnaires were recovered,and SPSS20.0 software was used to analyze the data results.The main results obtained are as follows:（1）Junior high school students’ perceived parental expectation was significantly positively correlated with perceived teacher expectation,self-regulated learning,and academic stress;junior high school students’ perceived teacher expectation was significantly positively correlated with self-regulated learning,and significantly negatively correlated with academic stress.There is a significant negative correlation between self-regulated learning and academic stress in junior high school students.（2）Junior high school students’ perceived teacher expectation played a partial mediating role in the impact of perceived parental expectation on academic stress.（3）Junior high school students’ self-regulation learning regulates the first half of the relationship model of parental expectation perception,teacher expectation perception,and academic pressure.Based on the discussion of the results,the study draws the following conclusions:（1）Junior high school students’ perceived parental expectations can significantly and positively predict academic stress,which is a direct influencing factor of academic stress.（2）Junior high school students’ perceived parental expectations will have an impact on academic stress through perceived teacher expectations,that is,junior high school students perceive higher levels of parental expectations to increase the level of perceived teacher expectations and reduce academic stress,and vice versa.（3）The self-regulated learning of junior high school students produces menstrual flow in the perceived parental expectation and the perceived teacher expectation,that is,the higher the self-regulated learning ability,the weaker the relationship between the perceived parental expectation and the teacher’s expectation of the junior high school students.