The relationship between double reduction policy and secondary school students' learning anxiety—the mediating role of academic burden

Abstract

This paper investigates the relationship between the double reduction policy and secondary school students' learning anxiety by surveying some secondary school students in Beijing about the implementation of the double reduction policy and the academic burden and learning anxiety under the double reduction policy, and makes relevant suggestions for learning anxiety. The conclusions are as follows: (1) The quantifiable academic burden has been effectively relieved, while the psychological level of academic burden is still heavy, and the psychological level of academic burden is more likely to cause students to have learning anxiety. (2) Academic burden plays a partly mediating role in the double reduction policy and secondary school students' learning anxiety. (3) Students' subjective perceptions of academic burden differed among grade levels.