Author(s)

XiaoBo Yu¹, LiFei He², XiaoDong Yu^3*, HanYu Liu¹

Affiliation(s)

¹School of Education, Anyang Normal University, Anyang 455000, Henan, China.

²Politics Teaching and Research Office, Nanpu Central School of Changyuan, Xinxiang 453400, Henan, China.

³School of Public Finance & Taxation, Guangdong University of Finance & Economics, Guangzhou 510320, Guangdong, China.

Corresponding Author

XiaoDong Yu

ABSTRACT

This study focuses on the academic gain of junior high school students in northern Henan Province under the background of the "Double Reduction" policy and explores its formation mechanism and enhancement path by using the questionnaire survey method. Through the survey of 500 junior high school students from 8 middle schools in northern Henan Province, and the data analysis by using SPSS 26.0, it is found that academic self-efficacy, learning engagement, the quality of teacher-student interaction and family support level are the core variables affecting academic gain. The study shows that under the "Double Reduction" policy, the average score of junior high school students' academic gain is 3.42 (out of 5), among which the correlation coefficient between learning engagement and academic gain reaches 0.58 (p<0.01), constituting the most important influencing factor. Based on this, this study puts forward enhancement paths from three dimensions: school curriculum optimization, teacher teaching improvement, and family atmosphere construction, to provide practical reference for the implementation of the "Double Reduction" policy.

KEYWORDS

Double Reduction policy; Junior high school students; Academic gain

CITE THIS PAPER

XiaoBo Yu, LiFei He, XiaoDong Yu, HanYu Liu. The formation mechanism and enhancement path of junior high school students’ academic gain under the background of “Double Reduction”. Educational Research and Human Development. 2025, 2(2): 30-35. DOI: https://doi.org/10.61784/erhd3041.

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