“双减”背景父母教育卷入的变化轨迹对小学生学习投入和学习成绩的差异性影响

doi:10.3724/SP.J.1041.2026.1183

摘要/Abstract

摘要：

为考察“双减”实施前后父母教育卷入分维度的动态变化及其对小学生学习投入和学习成绩的影响, 本研究以323名小学生(平均年龄11.02 ± 0.83岁, 49%男生)为被试, 在“双减”前(T1)、“双减”实施一年半后(T2)和两年后(T3)分三次测量父母教育卷入, 并在T1和T3测量学习投入、T3收集学习成绩, 构建潜变量增长模型。结果发现: (1)小学生的父母情感卷入、父母智力卷入、父母行为卷入的变化轨迹均呈线性递减趋势; (2)在控制人口学因素后, 对学习投入而言, 父母情感卷入、父母行为卷入的初始水平和变化速度对学生学习投入的影响表现为累加作用模式; 对学习成绩而言, 父母情感卷入仅变化速度对学习成绩的预测显著, 而父母行为卷入的初始水平和变化速度对学习成绩的影响表现为增强作用模式; 父母智力卷入对学习投入及学习成绩的影响均不显著。本研究不仅有助于深入理解“双减”背景下父母教育卷入的发展变化轨迹及其对学习投入和学习成绩的影响, 还能为评估“双减”政策的实施效果以及“双减”政策实施后父母教育卷入的干预提供实证依据。

关键词: 父母教育卷入, 学习投入, 学习成绩, “双减”政策, 潜变量增长模型

Abstract:

Since China’ s “Double Reduction” policy was implemented in 2021, educational focus has broadened from solely academic outcomes to include students’ learning processes. However, few longitudinal studies have examined how this policy has altered parental educational involvement and how such changes subsequently influence students’ learning engagement and academic performance. Parental involvement is a key determinant of children’ s academic outcomes. The “Double Reduction” policy, while reducing student burdens, also redefines parental roles, potentially altering the quality and dimensions of their involvement. Yet, prior research lacks longitudinal evidence characterizing the developmental trajectories of its three core subdimensions (i.e., emotional, intellectual, and behavioral involvement) across the policy transition period. This longitudinal study addresses this gap by investigating how baseline levels and change rates of these subdimensionspredict students’ learning engagement and academic achievement two years later.

We recruited a cluster sample of 323 primary school students from two schools in Shandong Province, China. Data were collected at three waves: baseline (June 2021, Wave 1), 1.5 years later (Wave 2), and 2 years later (Wave 3). Participants’ mean age at baseline was 8.89 years (SD = 0.94, range = 7 to 11 years old; 47.82% boys). Parental involvement was measured using a validated Parental Involvement Scale across all three waves. Students’ learning engagement was assessed via self-report at Waves 1 and 3 using a Learning Engagement Scale. Academic achievement (final grades) was obtained from school records at Wave 3. Demographic covariates were collected at baseline. We applied latent growth modeling in Mplus 8.3 to (a) estimate unconditional linear growth trajectories for emotional, intellectual, and behavioral involvement across the three waves; (b) estimate individual differences in intercepts (initial levels) and slopes (change rates) and their interrelations; and (c) test conditional latent growth models, including interactions between intercepts and slopes, to predict Wave 3 learning engagement and academic achievement, controlling for baseline age and learning engagement.

Several findings were obtained. First, unconditional latent models showed that parental involvement’s sub-dimensions (emotional, intellectual, and behavior involvement) exhibited a linear decreasing trend before and after the implementation of the “double reduction”. Second, the individual differences in parental involvement among primary school parents demonstrated a stable developmental pattern over time. Third, after controlling for age and learning engagement at Wave 1, conditional latent growth models showed that emotional and behavior involvement had cumulative effects on students’ learning engagement under the background of “double reduction.” In terms of academic performance, the change rates of emotional involvement significantly predicted academic performance, while intellectual involvement showed no significant effects on either learning engagement or academic performance. Supported by the amplification model, students with a low initial level of parental behavioral involvement experienced a more rapid decline in academic performance when the decline rate of behavior involvement accelerated. In contrast, students with high initial levels of behavioral involvement experienced slower declines in academic performance, even when they experienced faster rates of decline.

The present study makes both theoretical and practical contributions. First, this study provided a comprehensive overview of the developmental trajectory of parental involvement before and after the “double reduction” policy among Chinese primary school children by examining initial levels, change rates, and their interrelationships. Second, these results underscore the differential effects of the initial level and growth rates of different dimensions of parental involvement on learning engagement and on academic achievement. Third, this study emphasizes the importance of prioritizing both the initial level and change rate of behavioral involvement in fostering children’s learning and the necessity of high-quality parental involvement for academic development. Practically, it highlights the critical importance of sustaining high-quality behavioral involvement and provides evidence for tailoring family support strategies and school-home collaboration in the post-policy context.

Key words: academic performance, “double reduction” policy, latent growth modeling, learning engagement, parental involvement

中图分类号:

B849:G44

穆英琦, 徐鹏慧, 吴怡君, 戚玥, 娄艳, 于晓. (2026). “双减”背景父母教育卷入的变化轨迹对小学生学习投入和学习成绩的差异性影响. 心理学报, 58(6), 1183-1196.

MU Yingqi, XU Penghui, WU Yijun, QI Yue, Lou Yan, YU Xiao. (2026). Trajectories of parental educational involvement before and after China’ s “double reduction” policy and their differential effects on primary school students’ learning engagement and academic achievement. Acta Psychologica Sinica, 58(6), 1183-1196.

图/表 7

参考文献 71

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变量	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17
1. 年龄(岁)	1.00
2. 性别	−0.01	1.00
3. T1父母情感卷入	−0.11^*	0.04	1.00
4. T2父母情感卷入	0.15^**	−0.10	0.03	1.00
5. T3父母情感卷入	0.11^*	−0.05	0.11^*	0.36^**	1.00
6. T1父母智力卷入	−0.12^*	−0.08	0.63^**	0.04	0.08	1.00
7. T2父母智力卷入	−0.00	−0.07	0.06	0.68^**	0.25^**	0.11^*	1.00
8. T3父母智力卷入	−0.01	0.04	0.06	0.31^**	0.63^**	0.12^*	0.38^**	1.00
9. T1父母行为卷入	−0.09	−0.07	0.50^**	0.03	0.09	0.48^**	0.03	0.11^*	1.00
10. T2父母行为卷入	0.06	−0.02	−0.00	0.41^**	0.09	0.10	0.50^**	0.19^**	0.11^*	1.00
11. T3父母行为卷入	0.10	−0.01	0.05	0.24^**	0.43^**	0.14^*	0.17^**	0.51^**	0.15^**	0.33^**	1.00
12. T1父母教育卷入总分	−0.13^*	−0.04	0.88^**	0.04	0.12^*	0.87^**	0.09	0.11^*	0.74^**	0.08	0.13^*	1.00
13. T2父母教育卷入总分	0.09	−0.08	0.04	0.88^**	0.30^**	0.10	0.88^**	0.36^**	0.06	0.72^**	0.29^**	0.08	1.00
14. T3父母教育卷入总分	0.08	−0.01	0.09	0.37^**	0.86^**	0.13^*	0.33^**	0.88^**	0.14^*	0.23^**	0.73^**	0.14^*	0.38^**	1.00
15. T1学习投入	0.04	0.09	0.29^**	0.08	0.04	0.29^**	0.03	0.06	0.15^**	0.07	0.10	0.31^**	0.07	0.08	1.00
16. T3学习投入	−0.06	−0.01	0.10	0.25^**	0.35^**	0.10	0.19^**	0.30^**	0.12^*	0.18^**	0.13^*	0.12^*	0.25^**	0.33^**	0.20^**	1.00
17. T3学习成绩	−0.05	0.06	0.07	0.10	0.09	0.04	−0.01	0.08	0.05	0.19^**	0.16^**	0.07	0.10	0.13^*	0.27^**	0.20^**	1.00
M	8.79	−	3.93	3.56	3.58	3.67	3.35	3.35	4.09	3.50	3.46	3.88	3.47	3.47	3.53	3.46	74.11
SD	0.95	−	0.64	0.92	0.91	0.69	0.87	0.95	0.62	0.94	0.94	0.55	0.76	0.78	0.81	1.12	9.86

变量	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17
1. 年龄(岁)	1.00
2. 性别	−0.01	1.00
3. T1父母情感卷入	−0.11^*	0.04	1.00
4. T2父母情感卷入	0.15^**	−0.10	0.03	1.00
5. T3父母情感卷入	0.11^*	−0.05	0.11^*	0.36^**	1.00
6. T1父母智力卷入	−0.12^*	−0.08	0.63^**	0.04	0.08	1.00
7. T2父母智力卷入	−0.00	−0.07	0.06	0.68^**	0.25^**	0.11^*	1.00
8. T3父母智力卷入	−0.01	0.04	0.06	0.31^**	0.63^**	0.12^*	0.38^**	1.00
9. T1父母行为卷入	−0.09	−0.07	0.50^**	0.03	0.09	0.48^**	0.03	0.11^*	1.00
10. T2父母行为卷入	0.06	−0.02	−0.00	0.41^**	0.09	0.10	0.50^**	0.19^**	0.11^*	1.00
11. T3父母行为卷入	0.10	−0.01	0.05	0.24^**	0.43^**	0.14^*	0.17^**	0.51^**	0.15^**	0.33^**	1.00
12. T1父母教育卷入总分	−0.13^*	−0.04	0.88^**	0.04	0.12^*	0.87^**	0.09	0.11^*	0.74^**	0.08	0.13^*	1.00
13. T2父母教育卷入总分	0.09	−0.08	0.04	0.88^**	0.30^**	0.10	0.88^**	0.36^**	0.06	0.72^**	0.29^**	0.08	1.00
14. T3父母教育卷入总分	0.08	−0.01	0.09	0.37^**	0.86^**	0.13^*	0.33^**	0.88^**	0.14^*	0.23^**	0.73^**	0.14^*	0.38^**	1.00
15. T1学习投入	0.04	0.09	0.29^**	0.08	0.04	0.29^**	0.03	0.06	0.15^**	0.07	0.10	0.31^**	0.07	0.08	1.00
16. T3学习投入	−0.06	−0.01	0.10	0.25^**	0.35^**	0.10	0.19^**	0.30^**	0.12^*	0.18^**	0.13^*	0.12^*	0.25^**	0.33^**	0.20^**	1.00
17. T3学习成绩	−0.05	0.06	0.07	0.10	0.09	0.04	−0.01	0.08	0.05	0.19^**	0.16^**	0.07	0.10	0.13^*	0.27^**	0.20^**	1.00
M	8.79	−	3.93	3.56	3.58	3.67	3.35	3.35	4.09	3.50	3.46	3.88	3.47	3.47	3.53	3.46	74.11
SD	0.95	−	0.64	0.92	0.91	0.69	0.87	0.95	0.62	0.94	0.94	0.55	0.76	0.78	0.81	1.12	9.86

模型	CFI	TLI	RMSEA	SRMR	90%CI	系数		变异		截距与斜率的相关
模型	CFI	TLI	RMSEA	SRMR	90%CI	截距	斜率	截距	斜率	截距与斜率的相关
父母情感卷入	0.92	0.84	0.07	0.04	[0.00, 0.13]	4.94^***	−0.85^***	0.05^*	0.02^***	< 0.01
父母智力卷入	0.99	0.97	0.03	0.02	[0.00, 0.10]	4.83^***	−0.45^*	0.07^*	0.02^***	< 0.01
父母行为卷入	0.92	0.85	0.07	0.04	[0.00, 0.13]	4.79^***	−0.74^***	0.08^**	0.02^***	< 0.01

模型	CFI	TLI	RMSEA	SRMR	90%CI	系数		变异		截距与斜率的相关
模型	CFI	TLI	RMSEA	SRMR	90%CI	截距	斜率	截距	斜率	截距与斜率的相关
父母情感卷入	0.92	0.84	0.07	0.04	[0.00, 0.13]	4.94^***	−0.85^***	0.05^*	0.02^***	< 0.01
父母智力卷入	0.99	0.97	0.03	0.02	[0.00, 0.10]	4.83^***	−0.45^*	0.07^*	0.02^***	< 0.01
父母行为卷入	0.92	0.85	0.07	0.04	[0.00, 0.13]	4.79^***	−0.74^***	0.08^**	0.02^***	< 0.01

模型	CFI	TLI	RMSEA	SRMR	90% CI	系数		变异		截距与斜率的相关
模型	CFI	TLI	RMSEA	SRMR	90% CI	截距	斜率	截距	斜率	截距与斜率的相关
父母教育卷入总分	0.91	0.82	0.08	0.04	[0.02, 0.14]	4.86^***	−0.68^***	0.05^**	0.01^***	< 0.01