Liu Ping, Chen Jin, Shen Yangyang, Lou Hu
School of Sports Science, Nantong University, Nantong, China.
Front Psychol. 2023 Mar 2;14:1079523. doi: 10.3389/fpsyg.2023.1079523. eCollection 2023.
In this study, we aimed to explore the relationship between parental cognitive awareness (criticality, disruption and novelty cognition) of DBR, educational anxiety, and attitudes toward students' physical exercise and students' extracurricular physical exercise so as to construct and verify a conditional process model.
We adopted a stratified random cluster sampling approach and conducted a nationwide questionnaire survey with 2,700 junior high school students and their parents across 9 provinces, municipalities and autonomous regions.
Parents generally had a certain degree of cognitive awareness of DBR. Criticality cognition and disruption cognition had a significant positive impact on junior high school students' extracurricular physical exercise ( = 0.24, < 0.01; = 0.04, < 0.05), but the effect of novelty cognition was not significant ( = -0.04, = 0.06). Parents' educational anxiety played a significant mediating role in parents' cognition of DBR and students' extracurricular physical exercise (criticality cognition: = 0.10, 95% CI: 0.03-0.06; disruption cognition: = 0.37, 95% CI: 0.31-0.42). Parents' attitude toward students' exercise also played a significant positive moderating effect in the mediation model (criticality cognition: = 0.014, 95% CI: 0.002-0.031; disruption cognition: = 0.010, 95% CI: 0.007-0.013).
Parents' novelty, disruption, and criticality cognition of DBR have different effects on parents' education anxiety and students' extracurricular physical exercise, in which parental educational anxiety mediates the influence of DBR cognition on students' extracurricular physical exercise, while attitudes toward students' extracurricular physical exercise positively moderates the mediating effect.
在本研究中，我们旨在探讨父母对双减政策的认知意识（关键性、干扰性和新颖性认知）、教育焦虑以及对学生体育锻炼的态度与学生课外体育锻炼之间的关系，以便构建并验证一个条件过程模型。
我们采用分层随机整群抽样方法，对9个省、直辖市和自治区的2700名初中生及其家长进行了全国性问卷调查。
家长对双减政策总体上有一定程度的认知意识。关键性认知和干扰性认知对初中生课外体育锻炼有显著的正向影响（β = 0.24，p < 0.01；β = 0.04，p < 0.05），但新颖性认知的影响不显著（β = -0.04，p = 0.06）。家长的教育焦虑在家长对双减政策的认知与学生课外体育锻炼之间起显著的中介作用（关键性认知：β = 0.10，95%CI：0.03 - 0.06；干扰性认知：β = 0.37，95%CI：0.31 - 0.42）。家长对学生体育锻炼的态度在中介模型中也起显著的正向调节作用（关键性认知：β = 0.014，95%CI：0.002 - 0.031；干扰性认知：β = 0.010，95%CI：0.007 - 0.013）。
家长对双减政策的新颖性、干扰性和关键性认知对家长的教育焦虑和学生的课外体育锻炼有不同影响，其中家长的教育焦虑中介了双减政策认知对学生课外体育锻炼的影响，而对学生课外体育锻炼的态度正向调节了中介效应。
