The Relationship Between China’s “Double Reduction” Policy and Educational Anxiety Among Rural Middle School Parents: The Mediating Role of Satisfaction with Home-School Collaboration

The Relationship Between China’s “Double Reduction” Policy and Educational Anxiety Among Rural Middle School Parents: The Mediating Role of Satisfaction with Home-School Collaboration | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Relationship Between China’s “Double Reduction” Policy and Educational Anxiety Among Rural Middle School Parents: The Mediating Role of Satisfaction with Home-School Collaboration Guizhen Yang, Haoran Cui, Zihan Wang, Kejun Zhang, Yuejiao Guan, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7042380/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 5 You are reading this latest preprint version Abstract Background China’s “Double Reduction” Policy represents a pivotal document in the context of China’s educational development and reform, aiming to reduce students’ academic burden and alleviate parental educational anxiety. This study investigates the impact of the “Double Reduction” Policy on the educational anxiety of rural middle school parents, as well as the mediating role of satisfaction with home-school collaboration. Methods A random sample of 442 parents from a province in eastern China participated by completing three key measures: perceived understanding of the “Double Reduction” Policy, levels of educational anxiety, and satisfaction with home-school collaboration. Results The results revealed that: (a) parents’ understanding of the “Double Reduction” Policy significantly and negatively predicted their educational anxiety, suggesting that greater alignment with and awareness of the policy corresponded with reduced anxiety; (b) Parents’ satisfaction with home-school collaboration positively predicted the school selection anxiety but did not significantly relate to concerns about academic performance or future development; and (c) Parents’ satisfaction with home-school collaboration significantly moderated the relationship between their understanding of the “Double Reduction” Policy and different dimensions of educational anxiety, though the strength of this moderation varied across dimensions. Conclusions These findings suggest that reducing rural parental educational anxiety requires not only strengthening awareness of the policy and improving home-school collaboration but also deepening the implementation of the “Double Reduction” strategy and reforming the school selection system. Double Reduction Policy parental educational anxiety home-school collaboration rural middle school parents theory of overlapping spheres of influence Figures Figure 1 Figure 2 Figure 3 Figure 4 Introduction Parental educational anxiety in China has evolved beyond a matter of personal concern, reflecting broader societal pressures and expectations [1]. In 2021, the Chinese government introduced the "Dual Reduction" policy, hereafter referred to as the “Double Reduction”(DR) Policy, with the goal of reducing students’ excessive homework and off-campus tutoring burdens [2]. The policy aims to reestablish schools as the primary site of education, foster a favorable educational environment, and alleviate the educational anxiety experienced by parents. As a result, parental educational anxiety has emerged as a central topic in educational research. While scholars have conceptually examined the origins and nature of such anxiety, empirical investigations remain relatively limited. Drawing from the perspectives of early researchers [3], this study defines parental educational anxiety as the excessive concern parents feel regarding their children’s academic progress, future educational outcomes, and career prospects. These concerns often lead to emotional stress and psychological pressure. Parental educational anxiety typically manifests in three key areas: anxiety over school selection, concerns about academic performance, and worries about future development [4]. Researchers have examined a range of factors influencing parental educational anxiety, including socioeconomic status, children’s academic performance, unequal distribution of educational resources, education policies, and the quality of home-school collaboration [5-9]. Empirical evidence suggests that Chinese parents’ understanding of the DR policy can influence their levels of educational anxiety, either directly or indirectly. For instance, Liu, et al. [10] found a negative correlation between Chinese parents’ understanding of the DR policy and their educational anxiety, suggesting that better understanding may help mitigate anxiety. In contrast, Yu, et al. [11] reported a positive correlation, indicating that greater awareness of the policy might heighten anxiety. Due to variations in parental social strata, regions, and their children’s educational stage in previous studies, differing findings have been obtained. Additionally, the inconsistencies in research findings suggest that moderating variables may exist between the understanding of the DR policy and parental educational anxiety. Research indicates that parents experience the highest levels of educational anxiety during their children’s middle school years, which is a crucial stage in the educational trajectory. Compared to the primary school stage, parental anxiety intensifies during middle school, largely due to the increased academic difficulty and heightened pressure associated with further educational advancement [1]. In this context, rural middle schools refer to all middle schools located in rural or county-level administrative regions, including those in county towns and townships [12]. Compared to their urban counterparts, rural middle schools typically face disadvantages such as weaker teaching faculties and limited access to educational resources. Consequently, placing them in a disadvantaged position in the educational landscape. Parents of students in rural middle schools generally occupy lower socioeconomic positions and have a limited understanding of the DR policy. After the policy’s implementation, parents in rural areas may experience heightened anxiety due to the absence of external tutoring support [13]. Most prior empirical studies have focused predominantly on middle-class parents in urban areas, leaving a significant gap in research concerning the educational anxiety experienced by rural middle school parents [14-15]. However, rural education represents the majority of China’s compulsory education population and includes families that view education as a primary pathway to social mobility. As such, rural areas are likely to become the focal point in the ongoing effort to reduce academic burdens [16]. The success of educational policies like the DR policy hinges on their effectiveness in rural and remote areas. Well-designed and well-implemented policies can play a pivotal role in alleviating parental educational anxiety [17-18]. Therefore, this study focuses specifically on parents of rural middle school students, aiming to examine the relationship between their understanding of the DR policy and their levels of educational anxiety. In doing so, the study addresses an important research gap and offers practical implications for policy refinement and implementation. Home-school collaboration refers to the shared involvement of families and schools in students’ educational development, emphasizing mutual communication and cooperative efforts in the co-education process [19]. Effective home-school collaboration can play a vital role in supporting the implementation of the Double Reduction (DR) policy. It may help alleviate parental stress and reduce complex emotional responses such as tension and anxiety during the educational journey [20]. When parents are more satisfied with the educational services provided by schools, they are generally less likely to experience educational anxiety. Despite its potential significance, previous research has not sufficiently explored the role of home-school collaboration in shaping parental educational anxiety, particularly within the context of national policy implementation. This gap highlights the need for further investigation into the relationship between home-school collaboration and educational anxiety. Guided by the theory of overlapping spheres of influence, this study integrates theoretical analysis and empirical investigation to examine the current state and characteristics of educational anxiety among parents of rural middle school students in China. Specifically, it seeks to answer the following research questions: 1. Does parents’ understanding of the DR policy significantly and negatively predict their educational anxiety? 2. Does satisfaction with home-school collaboration moderate the relationship between understanding of the DR policy and parental educational anxiety? 3. How can parental educational anxiety in rural middle schools be alleviated in ways that are sensitive to contextual and structural factors? Theoretical Foundation and Research Hypotheses In the context of the nationwide implementation of the Double Reduction (DR) policy, parents of middle school students in rural China are facing increasing challenges and uncertainties. Existing scholarly work on rural middle schools has largely concentrated on institutional factors such as school management, instructional quality, equitable access to compulsory education, resource allocation, and teacher professional development [21-22]. Although some researchers have addressed the implementation status and the necessary of the DR policy in rural regions, indirectly touching on its relationship to educational anxiety [16], there is a dearth of research that has considered rural areas as distinct contexts in that parental educational anxiety occurs and evolves. To date, it remains unclear whether the DR policy has effectively alleviated educational anxiety among parents of rural middle school students. This study aims to focus on investigating how parents’ understanding of the DR policy and their satisfaction with home-school collaboration influence their levels of educational anxiety. Consequently, Special attention is given to the underlying mechanisms and theoretical underpinnings that shape these relationships, with the goal of offering context-sensitive policy recommendations. Theory of Overlapping Spheres of Influence The Theory of Overlapping Spheres of Influence, developed by Professor Epstein at Johns Hopkins University in the United States, integrates elements of ecological systems theory and social capital theory while addressing their respective limitations [23]. The theory comprises two models: an external model and an internal model. The external model describes the extent to which the roles and activities of families, schools, and communities overlap or remain separate. Depending on their degree of coordination, these entities can either work in synergy or function independently, thereby shaping students’ developmental outcomes differently [24]. Given that educational activities vary in nature, and different entities possess distinct experiences, values, and operational activities, it is imperative to conduct educational practices separately, aligned with the specific nature of the activity. Some educational practices are best conducted independently within each sphere, while others require cooperative efforts that draw upon the distinct strengths, experiences, and resources of all three domains. The internal model centers the student as the focal point of interaction among family, school, and community actors [25]. These connections and interactions occur both at the institutional level, such as when schools involve families in on-campus events, and at the interpersonal level through communication and collaboration between individual parents and teachers, regarding students as pivotal “others” with a shared “altruistic” objective [26-27]. All three entities pursue a shared altruistic goal and shoulder a mutual responsibility: the academic and personal development of the student. Their combined influence is cumulative and mutually reinforcing. In the context of China, parents’ concerns are increasingly concentrated on academic performance, and the current structures of home-school collaboration and DR policy implementation still require further refinement. Applying the internal and external models of the theory of overlapping highlights the importance of shared responsibility among families, schools, and broader community institutions, including local governments, in cultivating supportive educational environments for a student’s growth. Accordingly, this study adopts the theory of overlapping spheres of influence as its guiding framework to investigate the interconnected roles of the DR policy, home-school collaboration, and parental educational anxiety in rural regions. This perspective underscores the importance of coordinated action in addressing the multifaceted nature of parental concerns and improving policy effectiveness in real-world educational settings. Relationship Between the Double Reduction (DR) Policy and Parental Educational Anxiety Rural areas in China comprise the largest demographic group engaged in compulsory education. Families in these regions often regard education as a critical pathway to upward social mobility. Therefore, without significant progress in reducing academic burdens in rural schools, the full comprehensive implementation of the Double Reduction (DR) policy nationwide will become even more formidable [28]. Drawing on the Theory of Overlapping Spheres of Influence, parental educational anxiety can be seen as shaped by broader social policies and the practices of school-based education. Thus, a close relationship likely exists between the implementation of the DR policy and the level of educational anxiety experienced by rural parents. Prior research has highlighted a correlation between parents’ understanding of the DR policy and their experience of educational anxiety [10-11]. Educational policies are integral to educational reform. When parents possess a clear and accurate understanding of these policies, they are better equipped to navigate the evolving educational landscape, thereby reducing their susceptibility to educational anxiety [11]. This suggests that the DR policy, as a major reform effort, may have a significant influence on alleviating parental anxiety. Rural regions, acting as an intermediary connecting urban and rural areas, exhibit both the general characteristics often amplified. These dual characteristics often amplify the depth and prevalence of educational anxiety in rural regions relative to urban centers [16]. Compared to urban families, rural parents generally have lower socioeconomic status and fewer financial resources to invest in private tutoring. In addition, educational resources in rural middle schools are comparatively scarce, intensifying parental concerns about their children’s competitiveness in the education system [29-30]. The DR policy aims to re-center education within schools and imposes strict limits on private extracurricular training institutions. If successfully implemented, the policy could improve the quality of after-school services in rural schools and increase parents’ trust in public education. Therefore, this study posits that by strengthening school-based learning and reducing the reliance on costly external tutoring, the DR policy may help mitigate educational anxiety among rural parents. Based on these considerations, the present study proposes the following hypothesis: H1: Parents’ understanding of the Double Reduction policy negatively predicts educational anxiety among rural middle school parents. Relationship Between Parents’ Satisfaction With Home-School Collaboration and Their Educational Anxiety Home-school collaboration in China has a long-standing tradition dating back to the 1950s and 1960s, and it continues to receive growing attention in both theory and practice. According to the theory of overlapping spheres of influence, families, schools, and communities collectively constitute the three primary environments shaping students’ academic outcomes and overall development. These environments are inherently interconnected, working in harmony to positively impact one another and effective collaboration among them fosters a supportive ecosystem that promotes students’ holistic growth [24]. For families and schools alike, strong home-school collaboration benefits students, parents, and educational institutions. Specifically From the perspective of student development, home-school collaborative engagement can maximize students’ comprehensive academic, physical and mental development [26]. From the perspective of parental involvement in home-school collaboration, parental participation is a prerequisite for successful collaboration. For parents, active participation in school affairs not only strengthens their confidence in parenting but also promotes student achievement and reduces anxiety surrounding their children’s education [31]. When schools establish robust home-school partnerships, parents are more likely to feel informed and reassured, reducing their feelings of tension, anxiety, and other complex emotional states during the educational process [32]. High levels of parental satisfaction with home-school collaboration suggest access to quality educational support and resources, which in turn lowers the likelihood of educational anxiety. Notably, research has shown a negative correlation between effective home–school communication and parental anxiety: as parents’ satisfaction with school communication increases, their anxiety about their child’s education tends to decline [9]. Informed by this evidence, the present study proposes that parental satisfaction with home-school collaboration is negatively associated with different dimensions of educational anxiety. Accordingly, the following hypotheses are proposed: H2a: Satisfaction with home-school collaboration negatively predicts academic performance anxiety among parents of rural middle school students. H2b: Satisfaction with home-school collaboration negatively predicts school choice anxiety among parents of rural middle school students. H2c: Satisfaction with home-school collaboration negatively predicts future development anxiety among parents of rural middle school students. Moderating Role of Parents’ Satisfaction With Home-School Collaboration Home-school collaboration facilitates the seamless integration and expansion of education between the home and school, serving as a vital mechanism for bridging the temporal and spatial gaps between families and schools. In this collaborative endeavor, both parties assume shared responsibility for students’ education and development [33]. Within this collaborative framework, parents and schools jointly pursue aligned educational objectives. From the perspective of organizational dynamics, procedural fairness and psychological ownership fostered in collaborative settings, such as schools, can enhance stakeholder trust and engagement [34]. Prior research indicates that both parents’ perceptions of the “Double Reduction” (DR) policy and their involvement in home–school collaboration significantly affect their educational anxiety. Nevertheless, consensus on these influences remains elusive, and the precise pathways of their effects remain unclear. To date, no study has integrated parents’ awareness of DR policies and their satisfaction with home-school collaboration into a unified framework to examine their collective impact on parental educational anxiety. This study discerns that the modulating role of home-school collaboration is chiefly evident in three key areas: Firstly, strong home-school collaboration can enhance parents’ social capital [35]. The social capital generated through sustained school–family interactions can mitigate the detrimental effects of limited financial resources and less favorable community environments on students’ development. Secondly, effective communication with schools can help parents better understand and support school-based education [36]. This mutual understanding may reduce parental anxiety related to policy shifts and foster more positive family–child relationships. Thirdly, active parental engagement in school educational activities can support students’ academic achievement, emotional well-being, and social development [37]. Through such engagement, parents can more accurately assess their child’s academic standing, provide appropriate support, and reduce both student stress and their own educational anxiety. Based on this analysis, the present study argues that higher satisfaction with home-school collaboration may amplify the negative association between parents’ understanding of the DR policy and their educational anxiety, elevating parents’ satisfaction with home-school collaboration can reinforce the detrimental impact of the perception of DR policies on educational anxiety. By enhancing communication and trust, home–school collaboration can buffer the adverse effects of socioeconomic disadvantage and educational policy stressors, particularly in rural middle school contexts. Accordingly, the following hypotheses are proposed: H3a: Rural middle school parents’ satisfaction with home-school collaboration positively modulates the relationship between their understanding of DR policies and parental academic anxiety. H3b: Rural middle school parents’ satisfaction with home-school collaboration positively modulates the relationship between their understanding of DR policies and parental anxiety regarding school selection. H3c: Rural middle school parents’ satisfaction with home-school collaboration positively modulates the relationship between their understanding of the DR policy and parental anxiety about their children’s future development. This study adopts a regression model to examine how parents’ perceptions of the DR policy and their satisfaction with home-school collaboration affect different dimensions of educational anxiety. The baseline regression model is specified as follows: As indicated in equation (1), the dependent variable in the model is parental education anxiety. In this equation, R i represents the perception of the “Double Reduction” Policy, Fi denotes home-school collaboration satisfaction, Ci refers to control variables, β 0 is a constant term, and β 1 , β 2 , and β 3 represent the coefficients for the “Double Reduction” Policy perception, home-school collaboration satisfaction, and control variables, respectively. The ε i term stands for the random disturbance. All dependent, independent, and moderating variables are included in the model through summation and averaging methods. As depicted in equation (2), it introduces an interaction term, R i × F i , building upon equation (1), where β 4 represents the coefficient for the moderating effect. If β 1 is negative, it implies that an increase in parents’ awareness of the “Double Reduction” Policy can mitigate their education anxiety. Conversely, if β 1 is positive, it signifies that heightened awareness of the “Double Reduction” Policy increases parental education anxiety. If β 2 is negative, it suggests that home-school collaboration satisfaction can alleviate parental education anxiety. If β 2 is positive, it indicates that an increase in home-school collaboration satisfaction raises education anxiety. If β 4 in equation (2) is negative, it indicates that home-school collaboration satisfaction has a diminishing effect on parental education anxiety concerning their perception of the “Double Reduction” Policy. In contrast, it suggests otherwise. In summary, the theoretical model describing the relationships among DR policy perception, home-school collaboration satisfaction, and parental educational anxiety is illustrated in Figure 1 . [Insert Figure 1. near here] Methodology Participants selection This study targeted parents of middle school students in rural County G, located in the eastern region of China. A random sampling approach was employed to select participants across different grade levels within local rural middle schools. A total of 538 questionnaires were distributed, and informed consent was obtained from all participants prior to data collection. Each respondent took approximately 10 minutes to complete the survey. Of the 538 questionnaires distributed, 442 were deemed valid after screening for completeness and accuracy. A total of 96 responses were excluded due to missing data or incorrect responses, yielding a final questionnaire validity rate of 82.16%. Descriptive statistics of the participants are presented in Table 1 . [Insert Table 1. near here] Instrumentation The questionnaire used in this study consisted of two major sections. The first section gathered demographic information about the participants. Variables collected included: type of guardian, parental age, average monthly household income, number of children, child’s gender, grade level, school district, parental occupation, and parental educational attainment. The second section focused on the core constructs of the study and included three standardized scales measuring: (1) parents’ perceptions of the Double Reduction (DR) policy, (2) parental educational anxiety, and (3) satisfaction with home-school collaboration. Each scale was developed or adapted based on existing validated instruments in the literature and was designed to align with the rural Chinese educational context. Parental Educational Anxiety Scale This study focuses on educational anxiety experienced by parents of rural middle school students. The measurement tool employed was adapted from two validated instruments: the “Parental anxiety questionnaire” by Elfström, et al. [38] and the “Parenting anxiety child rating scale - parent report” by Flessner, et al. [39]. To suit the context of rural middle schools in China, the adapted scale includes 15 items across three sub-dimensions. The sub-dimension of anxiety about children’s academic performance includes 6 items, such as “I worry about my child’s lack of interest in learning” and “I worry that my child might become addicted to playing on their phone or computer and neglect their studies”. The sub-dimension of school choice anxiety includes 3 items, such as “I am willing to spend time to investigate the college admission policies of our rural education bureau” and “I will inquire about the admission situation in various schools in our rural”. The sub-dimension of anxiety about children’s future development includes 6 items, such as “I worry that my child will not find a decent job in the future” and “I’m concerned that my child may not get into their ideal college in the future”. Each item was rated on a five-point Likert scale ranging from 1 (“Completely not in line”) to 5 (“Completely in line”), with higher scores indicating greater levels of educational anxiety. Through the KMO (Kaiser-Meyer-Olkin) and Bartlett’s sphericity test, a KMO value of 0.942 was obtained, and the Bartlett’s sphericity test yielded significant results (χ 2 =5122.162, df=105, p <0.001). The overall consistency coefficient(Cronbach’s α) was 0.945, indicating good internal consistency for the questionnaire. Parental perceptions of the DR policy scale At present, empirical research on parental perceptions of the “Double Reduction” (DR) policy remains limited, with most findings derived from national-level survey reports. Based on the conceptual framework of the National Survey Report on the Effectiveness of the “Double Reduction” Policy developed by the China Institute of Education and Social Development [40], this study developed a parental perception scale of the Double Reduction policy specifically reflecting the unique context and experiences of rural parents. The scale comprises two dimensions: perceptions of policy impact and policy endorsement level. (See Supplementary File S1 for the complete measurement instrument.) The dimension of perceptions of policy impact, assessing parents’ evaluations of how the DR policy affects their children’s education and household circumstances, includes 4 items, such as “After the implementation of ‘Double Reduction’ Policy, I worry because my child doesn’t attend targeted extracurricular classes” and “The ‘Double Reduction’ Policy has reduced the financial burden of my child’s education”. The dimension of policy endorsement, capturing the degree to which parents support and are satisfied with the DR policy, includes 6 items, such as “I believe that the ‘Double Reduction Policy’ is fair and just” and “I am very satisfied with the implementation of the ‘Double Reduction Policy’ in schools”. Responses were rated on a five-point Likert scale, with higher scores reflecting stronger recognition and support for the DR policy. The average score across the two dimensions was used to represent the overall level of parental perception. Through the KMO and Bartlett’s sphericity test, a KMO value of 0.855 was obtained, and the Bartlett’s sphericity test yielded significant results (χ 2 = 2140.475, df = 45, p < 0.001). The internal consistency coefficients (Cronbach’s α) for the two dimensions were 0.897 and 0.759, indicating good internal consistency for the questionnaire. Parental Satisfaction with Home-School Collaboration Scale The Parental Satisfaction with Home-School Collaboration Scale used in this study was adapted from the work of Lin [41] and modified to align with the specific context of rural home-school partnerships. The scale comprises three sub-dimensions, totaling 18 items. The average score across these sub-dimensions represents the overall level of parental satisfaction with home-school collaboration. The content dimension of home-school collaboration includes 6 items such as “Teachers communicating with you about the student’s learning attitude and learning habits” and “Teachers communicating with you about the student’s personality and interest after the implementation of the ‘Double Reduction’ Policy”. The method dimension of home-school collaboration includes 6 items such as “Participate in school volunteer activities” and “School involving parents in teaching activities” The effectiveness dimension of home-school collaboration includes 6 items such as “Home-school collaboration has alleviated my anxiety about children’s education” and “Teachers can effectively address issues I raise to the school and teachers”. Each item was rated on a five-point Likert scale ranging from 1 (“Completely not in line”) to 5 (“Completely in line”), with higher scores indicating greater levels of parental satisfaction with home-school collaboration. Through the KMO and Bartlett’s sphericity test, it was found that the KMO value is 0.961, and the Bartlett’s sphericity test results are significant (χ 2 = 9300.557, df = 153, p < 0.001). In this study, the internal consistency coefficients (Cronbach’s α) of the three dimensions are 0.939, 0.966, and 0.950, and the overall consistency coefficient is 0.970. Reliability and Validity of Measurement Tools This study conducted reliability and validity assessments of the measurement tools. The fit indices for all scales reached acceptable values (as shown in Table 2 ). From Table 3 , it can be observed that, except for the latent variable “anxiety about children’s future education and school choice”, the Cronbach’s α coefficients and composite reliability (CR) of other constructs are all greater than 0.8, the average variance extracted (AVE) is greater than 0.5, and the Cronbach’s α and CR for the dimension of “anxiety about children’s future education and school choice” are 0.747 and 0.703, respectively, with an AVE of 0.455, all within an acceptable range. This indicates that the scales have good internal consistency and convergent validity. Moreover, the square root of the AVE for each construct is greater than the intercorrelations among variables, demonstrating discriminant validity [42]. Overall, the research tools selected for this study exhibit high reliability and validity. [Insert Table 2, 3 near here] Results Common method bias testing In this study, the Harman single-factor test was used to perform an exploratory factor analysis on all items of the variables. The results revealed that, without rotation, there were 8 factors with eigenvalues greater than 1, and the explanatory power of the first factor was 35.93%, which is lower than the critical threshold of 40%. Therefore, it can be inferred that common method bias has a relatively low impact on the results of this study [43]. Descriptive statistics and correlation analysis The mean, standard deviation, and correlation analysis results of the major variables are shown in Table 4 . By comparing the means and standard deviations of the major variables and their sub-dimensions, it can be observed that parental education anxiety ( M = 3.342) is generally at an above-average level. Among its sub-dimensions, anxiety about children’s academic performance is the highest ( M = 3.408), followed by school choice anxiety ( M = 3.313), and relatively lower anxiety about children’s future development ( M = 3.290). The perceptions of the DR policy among parents is relatively high ( M = 3.531), and overall satisfaction with home-school collaboration is also relatively high ( M = 3.443). In addition, the results of the correlation analysis between the variables indicate that the perception of DR policy is significantly negatively correlated with various dimensions of education anxiety ( p < 0.01), providing preliminary support for hypothesis H1. Parental satisfaction with home-school collaboration is significantly positively correlated with school choice anxiety ( p 0.05), and hypotheses H2a and H2b are not supported. [Insert Table 4 near here] Results of differential analysis In this study, independent sample t-tests, one-way analysis of variance, and other methods were used to examine demographic differences in the three variables and their sub-dimensions, with respect to the following control variables: guardian category, parent age, child’s grade level, child’s academic performance, average monthly family income, parent occupation, and parent education. The t-test results show significant differences in the perception of the DR policy ( t = –6.245, p < 0.001) and the anxiety about school choice ( t = 3.191, p < 0.05) based on the region where the school is located. Parents of students in rural areas have a higher perception of the DR policy ( M = 3.679, SD = 0.724) compared to parents in towns ( M = 3.192, SD = 0.815). In terms of school choice anxiety, parents in towns have higher levels of anxiety ( M = 3.527, SD = 0.792) compared to parents in rural areas ( M = 3.220, SD = 0.986) regarding their children’s school choice, as well as anxiety about their children’s academic and future development, although there are no significant differences. Analysis of variance results show significant differences in the perception of the DR policy in terms of parent age, guardian category, child’s grade level, and number of children ( p < 0.01). Parental anxiety about their child’s academic performance, school choice, and future development also varies significantly with different levels of academic performance. In general, the better the child’s academic performance, the lower the parental anxiety level. Additionally, anxiety about children’s academic performance and future development varies by guardian category and average monthly family income ( p < 0.01), while school choice anxiety exhibits significant differences based on the region where the school is located ( t = 3.191, p < 0.01), child’s academic performance ( F = 2.166, p < 0.05), and parent education ( F = 2.721, p 0.05), this study has decided not to consider them as control variables. Relationship between parental perceptions of the DR policy and parental educational anxiety: the moderating role of satisfaction with home-school collaboration Moderating effects of parental satisfaction with home-school collaboration on the relationship between parental perceptions of the DR policy and anxiety about children’s academic performance Using the moderation analysis method proposed by Hayes [44], the moderating effect of parental satisfaction with home-school collaboration was examined using a hierarchical regression method. As shown in Table 5 , in Model 1, eight demographic variables, including the school’s location and guardian category, were included, and they were statistically significant (Adjusted R ² = 0.039, F = 3.254, p < 0.01). In Model 2, parental perceptions of the DR policy and parental satisfaction with home-school collaboration were included and statistically significant (Adjusted R ² = 0.192, F = 11.482, p < 0.001). Parental perceptions of the DR policy had a significantly negative predictive effect on their anxiety about children’s academic performance ( β = –0.435, p < 0.001), supporting Hypothesis 1a. Parental satisfaction with home-school collaboration had a significantly positive predictive effect on anxiety about children’s academic performance ( β = 0.187, p < 0.001), confirming hypothesis H2a. In Model 3, the interaction term of parental perceptions of the DR policy and their satisfaction with home-school collaboration was included and statistically significant (Adjusted R ² = 0.233, F = 13.178, p < 0.001). The interaction term had a significant moderating effect on the relationship between parental perceptions of the DR policy and their anxiety about children’s academic performance ( β = –0.207, p < 0.001), reflecting the existence of the moderating effect of parental satisfaction with home-school collaboration. The data results indicated that the moderation coefficient was negative, suggesting that parental satisfaction with home-school collaboration could strengthen the negative relationship between their perceptions of the DR policy and anxiety about children’s academic performance. Thus, hypothesis H3a was confirmed. [Insert Table 5 near here] Moderating effects of parental satisfaction with home-school collaboration on the relationship between parental perceptions of the DR policy and school choice anxiety As illustrated in Table 6 , Model 1 incorporated eight demographic variables, including the school’s geographical location and guardianship category, and demonstrated statistical significance (Adjusted R ² = 0.027, F = 2.539, p < 0.05). Model 2 introduced parental perceptions of the DR policy and their satisfaction with home-school collaboration, both of which exhibited statistical significance (Adjusted R ² = 0.127, F = 7.403, p < 0.001). Parental perceptions of the DR policy significantly predicted a decrease in anxiety about school choice ( β = –0.310, p < 0.001), thus supporting hypothesis H1. Conversely, satisfaction with home-school collaboration significantly predicted an increase in their school choice anxiety ( β = 0.257, p < 0.001), validating hypothesis H2b in the opposite direction. Model 3 incorporated the interaction term between parental perceptions of the DR policy and satisfaction with home-school collaboration, revealing statistical significance (Adjusted R ² = 0.147, F = 7.897, p < 0.01). The interaction term significantly moderated the relationship between parental perceptions of the DR policy and school choice anxiety ( β = –0.149, p < 0.01), indicating the presence of the moderating effect of parental satisfaction with home-school collaboration. The data results showed a negative moderation coefficient, suggesting that parental satisfaction with home-school collaboration strengthened the negative association between parental perceptions of the DR policy and school choice anxiety. Hence, hypothesis H3b is confirmed. [Insert Table 6 near here] Moderating effects of parental satisfaction with home-school collaboration on the relationship between parental perceptions of the DR policy and anxiety about children’s future development As presented in Table 7 , Model 1 encompassed eight demographic variables, including the school’s geographical location and guardianship category, demonstrating statistical significance (Adjusted R ² = 0.066, F = 4.926, p < 0.001). In Model 2, parental perceptions of the DR policy and satisfaction with home-school collaboration were introduced, both exhibiting statistical significance (Adjusted R ² = 0.236, F = 14.638, p < 0.001). Parental perceptions of the DR policy significantly predicted a reduction in anxiety about children’s future development ( β = –0.462, p < 0.001), thereby supporting hypothesis H1c. Conversely, parental satisfaction with home-school collaboration significantly predicted an increase in anxiety about children’s future development ( β = 0.125, p < 0.001), validating hypothesis H2c in the opposite direction. Model 3 incorporated the interaction term between parental perceptions of the DR policy and satisfaction with home-school collaboration, revealing statistical significance (Adjusted R ² = 0.275, F = 16.209, p < 0.001). The interaction term significantly moderated the relationship between parental perceptions of the DR policy and anxiety about children’s future development ( β = –0.202, p < 0.001), indicating the presence of the moderating effect of parental satisfaction with home-school collaboration. The data results showed a negative moderation coefficient, suggesting that parental satisfaction with home-school collaboration strengthened the negative association between parental perceptions of the DR policy and anxiety about children’s future development. Hence, hypothesis H3c was confirmed. [Insert Table 7 near here] In order to further investigate the moderating role of parental satisfaction with home-school collaboration in the relationship between the perception of the DR policy and the three dimensions of educational anxiety, this study employed the PROCESS v3.3 methodology to conduct simple slope tests. Simple slope plots were generated based on the regression equation, with parental perceptions of the DR policy and the average satisfaction of parental-school cooperation, both deviating by one standard deviation in either a positive or negative direction. When parental satisfaction with home-school collaboration was relatively low (M-1SD, one standard deviation below the mean), the negative predictive effect of the DR policy on anxiety about children’s academic performance was less pronounced (simple slope = –0.360, t = –4.431, p < 0.001). Conversely, when parental satisfaction with home-school collaboration was relatively high (M+1SD, one standard deviation above the mean), the negative predictive effect of the DR policy on anxiety about children’s academic performance became more significant (simple slope= –0.870, t = –10.114, p < 0.001) (as illustrated in Figure 2 ). When parental satisfaction with home-school collaboration was relatively low, the negative predictive effect of the DR policy on school choice anxiety was weaker (simple slope= –0.223, t = –2.996, p < 0.01). On the other hand, when parental satisfaction with home-school collaboration was relatively high, the negative predictive effect of the DR policy on school choice anxiety intensified (simple slope= –0.540, t = –6.852, p < 0.001) (as shown in Figure 3 ). Similarly, when parental satisfaction with home-school collaboration was relatively low, the negative predictive effect of the DR policy on parental anxiety about children’s future development was less prominent (simple slope= –0.422, t = –5.109, p < 0.001). In contrast, when parental satisfaction with home-school collaboration was relatively high, the negative predictive effect of the DR policy on parental anxiety about children’s future development increased (simple slope= –0.947, t = –10.844, p < 0.001) (as depicted in Figure 4 ). Hence, it can be concluded that parental satisfaction with home-school collaboration plays a moderating role in the relationship between parental perceptions of the DR policy and anxiety about children’s academic performance, school choice anxiety, and anxiety about children’s future development. This reconfirms hypothesis H3. [Insert Figure 2, 3, 4 near here] Discussion Parental Perceptions of the “Double Reduction” Policy and Parental Education Anxiety Levels The relationship between parental perceptions of the “Double Reduction” (DR) Policy, educational anxiety, and home-school collaboration has garnered significant attention, especially during the 9-year compulsory education phase. Previous research indicates that parental education anxiety is generally high, parental awareness of the DR Policy is relatively low, and overall satisfaction with home-school collaboration tends to be high [11,13,45]. This study found that parents of middle school students in rural areas have a high degree of agreement with the DR Policy but have a lower perception of its effectiveness. While most parents agree with the overarching objectives of the policy, there is considerable uncertainty about its actual implementation and outcomes, which contributes to their concerns [13]. Several factors account for this sentiment. First, many parents do not fully understand the policy’s content, objectives, or specific measures. Second, disparities in geography, occupation, and educational background among rural middle school parents lead to varying levels of understanding, emotional responses, and actions. Third, the effectiveness of the policy remains uncertain and requires further evaluation. While the DR Policy has alleviated some aspects of parental anxiety, it has also generated new concerns. Specifically, the high competitiveness of the senior high school and college entrance exams exacerbates parents’ anxiety regarding school choice and their children’s future development. Parental education anxiety in rural China tends to be relatively high, typically falling within the upper-middle range. Of particular concern is anxiety about children’s academic performance, followed by school selection anxiety, with fears of future development being relatively less pronounced. These findings align with previous studies, which highlight that, despite the DR Policy’s aim to reduce academic pressures, parents continue to prioritize academic performance as the primary source of anxiety. Academic anxiety has become the primary manifestation of parental education anxiety [11]. Regarding educational opportunities, parents’ greatest worry revolves around their children’s ability to gain admission to better schools, making school selection the most urgent issue. The Moderating Effect of Parental Satisfaction with Home-School Collaboration This study found that parental satisfaction with home-school collaboration positively predicts school choice anxiety but does not significantly predict parental anxieties related to children’s academic performance or future development. However, further analysis revealed that parental satisfaction significantly moderates the negative relationship between perceptions of the “Double Reduction” policy and all dimensions of educational anxiety. This moderating effect is particularly pronounced for anxieties about children’s academic performance and future development, while its impact on school choice anxiety is comparatively weaker. These findings suggest that enhancing parents’ satisfaction with home-school collaboration and improving their understanding of the “Double Reduction” policy can effectively reduce their anxiety about academic performance and future outcomes. The policy’s implementation at the county level appears to have lowered students’ academic pressure and eased some parental anxiety. Moreover, strong home-school collaboration facilitates open communication, helping parents feel more confident and reassured about their children’s education [46]. Effective communication also promotes scientific and rational educational beliefs [47], which can help reduce anxiety related to school choice. However, as long as the issue of unequal access to high-quality educational resources persists, it will be difficult to fundamentally ease parents’ anxiety about school selection [48]. While the “Double Reduction” policy in China is being further promoted. To effectively alleviate educational anxiety among rural parents, more practical and targeted policy measures must be implemented. Contributions and Implications Contributions Educational anxiety is not only a personal concern but also a broader public issue [1]. This study enriches the research in the field of the China’s “Double Reduction” policy and its relationship with parental educational anxiety, particularly in underexplored rural contexts. Several key contributions emerge: First, by focusing on parents of rural middle school students, this study highlights a group often overlooked in discussions of educational anxiety. Given the importance of rural compulsory education in China’s broader educational system, addressing the unique concerns of rural parents provides valuable theoretical insight and practical relevance, especially for alleviating anxiety among lower-middle-class families. Second, the findings demonstrate that parental perceptions of the “Double Reduction” policy significantly and negatively predict educational anxiety. This suggests that enhancing parents’ understanding and acceptance of the policy can serve as a practical strategy to alleviate their anxiety. Government and school-related departments can increase family awareness of the “reducing academic burden” policy to alleviate their educational anxiety. However, the policy’s limited impact on school choice anxiety points to persistent concerns around access to quality educational resources, signaling the need for more targeted policy interventions. Third, this study introduces parental satisfaction with home-school collaboration as a novel moderating variable. Unlike previous studies that have focused on family background, educational resources, or social capital [37,49], this research verifies the positive moderating role of home-school collaboration. This provides a new perspective for future investigations into how relational and communicative factors can buffer the effects of policy-induced stress. Fourth, the study’s focus on rural implementation of the “Double Reduction” policy and their impact on the educational anxiety of parents of rural middle school students, contributes to a broader global dialogue on education reform. Other East Asian countries such as South Korea , which face similar challenges related to exam-driven systems and the proliferation of shadow education, may benefit from China’s experience. As noted by Wang [50], intense competition caused by the prevalent hype of “shadow education” and “college entrance exam” in South Korea has increased the financial burden on families and widened educational inequality. This study thus offers comparative insights, suggesting that other East Asian countries consider localized adaptations of regulatory approaches, including legislation to manage and integrate shadow education into public frameworks. Implications In summary, this study offers actionable recommendations for alleviating parental educational anxiety and promoting the effective implementation of the “Double Reduction” policy in rural contexts. First, education authorities and schools should intensify policy communication efforts to enhance rural parents’ awareness and understanding of the “Double Reduction” policy. Greater transparency and targeted dissemination of policy content will help foster public trust and support, thereby advancing the policy’s implementation at the grassroots level. Second, the home-school collaboration system should be strengthened to improve parental satisfaction. Local governments are encouraged to pilot family committees in rural middle schools, establishing structures at the school-wide, grade, and class levels to facilitate parental involvement and oversight. Additionally, schools should clarify the roles of parents and teachers in home-school collaboration and offer accessible resources, such as online parenting courses and family engagement activities. Third, supporting measures should be introduced to construct a comprehensive and sustainable “Double Reduction” strategy. On one hand, reforming the talent selection mechanism is essential to promote meaningful academic burden reduction. The current policy serves as a short-term remedy,. but long-term relief requires systemic changes that move beyond test-centric models toward holistic student evaluation. On the other hand, refinement of detailed implementation guidelines is necessary to achieve a balance between reducing burdens and enhancing educational quality. Finally, efforts should be made to strengthen the weaknesses in vocational education by increasing financial support and faculty development for vocational colleges. Simultaneously, exploring and improving the “dual-track system” for vocational education entrance exams can enable students from secondary vocational schools to enroll in high-quality universities through vocational education entrance exams. Strengthening the quality and matriculation potential of vocational education will not only support the educational and career development of rural students but also enhance the cultivation of high-level technical talent. Limitations and future directions This study has several limitations that should be acknowledged. First, the sample size is relatively limited. The participants were drawn exclusively from rural middle schools in a single region of China. While this offers some degree of representativeness, the findings may lack broader generalizability across different regions and socioeconomic contexts. Meta-analyses in educational psychology suggest that effect sizes may fluctuate over time and across contexts [51], highlighting the value of longitudinal and nationally representative studies. Future research should consider leveraging large-scale, nationally representative datasets such as the China Family Panel Studies (CFPS) and the China Education Panel Survey (CEPS). Embedding measures related to parental perceptions of education policy within these platforms could allow for larger sample sizes and more comprehensive analyses. Second,this study employed a cross-sectional design, which limits the ability to infer causal relationships among variables. Educational anxiety and policy perceptions are dynamic processes that evolve over time. Therefore, future studies should adopt longitudinal designs, collecting data across multiple time points to better capture changes in parental attitudes and the sustained impact of policy implementation. Such approaches would offer deeper insights into the temporal dynamics and causal mechanisms underlying the relationships observed in this study. Declarations Data availability statement All data generated and/or analyzed during the current study are not publicly available but are available from the corresponding author on reasonable request. Acknowledgments The authors would like to express their sincere gratitude to all participants for their thoughtful and valuable contributions to this study. Funding This work was supported by the Zhejiang Provincial Philosophy and Social Science Planning Project (grant number 24NDJC066YB). The Qingdao Philosophy and Social Science Planning Project (grant number QDSKL2401291 ). The Major Program of the National Social Science Fund of China: Research on the construction of Chinese Marine talent ecosystem and the construction of dynamic database (grant number 20&ZD130). National Social Science Fund for Research on Ideological and Political Courses in Universities (grant number 23VSZ048). Shandong Province Natural Science Foundation General Project (grant number ZR2023MG015). The Major Program of the Shandong Social Science Fund (grant number 23BSHJ02). Author Contributions G.Y.: Conceptualization, supervision, resources, writing—review and editing; H.C.: writing—review and editing, validation, resources; Z.W.: conceptualization, methodology, formal analysis, writing—original draft preparation; K.Z.: conceptualization, resources, editing; Y.G.:formal analysis, data curation, writing—original draft preparation; H.W.:methodology, resources, writing—review and editing; Z.G.: conceptualization, resources, writing—review and editing, validation. All authors have read and agreed to the published version of the manuscript. Ethics declarations Ethics approval and consent to participate The studies involving human participants were conducted in strict accordance with the Declaration of Helsinki and were reviewed and approved by the Ethics Committee of Qingdao University. Informed consent was obtained from all participants involved in the study. Consent for publication Not applicable. 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Demographic information of the sample Variables Frequency Percentage (%) Guardian category Father 160 36.2 Mother 266 60.2 (maternal）Grandparents 8 1.8 Other relatives 8 1.8 Children’s gender Male 216 48.9 Female 226 51.1 Parental age 29 and below 10 2.3 30-35 32 7.2 36-40 120 27.1 41-45 132 29.9 46-50 81 18.3 51-55 58 13.1 56 years and older 9 2.0 Average monthly household income 2000 yuan and below 81 18.3 2001-5000 155 35.1 5001-8000 122 27.6 8001-10000 53 12.0 10000 yuan or more 31 7.0 Parental education Primary school 63 14.3 Junior high 225 50.9 High (technical secondary /vocational high) school 75 17.0 Junior college 29 6.6 Regular college 42 9.5 Postgraduate 8 1.8 Parental occupation Leading cadres of party and government organs 6 1.4 Enterprise senior management personnel 8 1.8 Owners of private enterprises 4 0.9 Professional and technical personnel 33 7.5 Low-level civil servants, ordinary grass-roots staff 11 2.5 Individual businesses 44 10.0 Business service employees 17 3.8 Worker 79 17.9 Farmer 222 50.2 Unemployed, semi-employed 18 4.1 School Location Rural 134 30.3 Town 308 69.7 Grade of the child 1 st grade 99 22.4 2 nd grade 123 27.8 3 rd grade 220 49.8 Child achievement Very good 61 13.8 Above average 132 29.9 Average 149 33.7 Below average 72 16.3 Not good 28 6.3 Number of children 1 102 23.1 2 280 63.3 3 58 13.1 4 and above 2 0.5 Table 2. Model fitting index Statistical test RMSEA NFI IFI TLI CFI CMIN/DF (Adaptation standard） (0.90) (>0.90) (>0.90) (>0.90) (<5.000) Perceptions of the DR policy 0.068 0.955 0.970 0.957 0.970 3.012 Parental educational anxiety 0.064 0.956 0.943 0.963 0.971 2.802 Satisfaction with home-school collaboration 0.064 0.962 0.975 0.970 0.975 2.830 Table 3. Reliability and convergence validity Parental educational anxiety Perceptions of the DR policy Satisfaction with home-school collaboration Anxiety about children’s academic performance School choice anxiety Anxiety about children’s future development CR 0.889 0.703 0.893 0.938 0.964 AVE 0.573 0.455 0.583 0.604 0.597 Note. * p < 0.05, * * p < 0.01. Table 4. Correlation analysis Mean SD (1) (2) (3) (4) (5) (6) PDR 3.531 0.785 1 AAP 3.408 1.083 –0.367 ** 1 SCA 3.313 0.941 0.269 ** 0.598 ** 1 AFD 3.290 1.133 0.417 ** 0.770 ** 0.564 ** 1 PEA 3.342 0.961 –0.415 ** 0.930 ** 0.731 ** 0.929 ** 1 SHSC 4.027 0.787 0.367 ** 0.026 0.096 * –0.041 0.011 1 Note. PDR = Perceptions of the DR policy; AAP= Anxiety about children’s academic performance; SCA=School choice anxiety; AFD=Anxiety about children’s future development; PEA=Parental education anxiety; SHSC= Satisfaction with home-school collaboration. * p < 0.05, ** p < 0.01. Table 5. Hierarchical regression analysis with AAP as the dependent variable Model 1 Model 2 Model 3 B SE β B SE β B SE β Constant 3.814 0.649 5.740 0.656 5.881 0.640 Guardian category –0.089 0.086 –0.049 –0.110 0.079 –0.061 –0.133 0.077 –0.073 Parental age 0.001 0.042 0.001 0.035 0.039 0.041 0.041 0.038 0.049 Grade of the child –0.073 0.065 –0.054 –0.041 0.060 –0.030 –0.058 0.059 -0.043 Number of children 0.040 0.093 0.023 0.059 0.085 0.033 0.055 0.083 0.031 School location –0.201 0.156 –0.086 –0.022 0.148 –0.009 –0.014 0.144 –0.006 Child achievement 0.213 0.048 0.214 *** 0.183 0.044 0.184 *** 0.190 0.043 0.192 *** Average monthly household income –0.051 0.056 –0.053 –0.017 0.051 –0.018 –0.007 0.050 –0.007 Parental education –0.029 0.062 –0.032 –0.030 0.057 –0.033 –0.014 0.055 –0.015 PDR –0.600 0.066 –0.435 *** –0.616 0.065 –0.447 *** SHSC 0.257 0.065 0.187 *** 0.287 0.064 0.209 *** PDR*SHSC –0.327 0.067 –0.207 *** R² 0.057 0.210 0.252 Adjusted R² 0.039 0.192 0.233 F 3.254 ** 11.482 *** 13.178 *** ΔR² 0.057 0.154 0.042 ΔF 3.254 ** 41.936 *** 24.010 *** P 0.001 0.000 0.000 Note. PDR = Perceptions of the DR policy; AAP= Anxiety about children’s academic performance; SHSC= Satisfaction with home-school collaboration; * p < 0.05, ** p < 0.01, *** p <0.00. Table 6. Hierarchical regression analysis with SCA as the dependent variable Model 1 Model 2 Model 3 B SE β B SE β B SE β Constant 3.783 0.568 5.474 0.593 5.562 0.587 Guardian category 0.016 0.075 0.010 0.000 0.071 0.000 –0.015 0.070 –0.009 Parental age –0.009 0.037 –0.013 0.012 0.035 0.017 0.016 0.035 0.022 Grade of the child –0.013 0.057 –0.011 –0.014 0.054 –0.012 –0.024 0.054 –0.021 Number of children –0.022 0.081 –0.014 –0.010 0.077 –0.007 –0.012 0.076 –0.008 School location –0.282 0.137 –0.138 * –0.236 0.134 –0.116 –0.231 0.132 –0.113 Child achievement 0.123 0.042 0.143 ** 0.114 0.040 0.133 ** 0.119 0.040 0.138 ** Average monthly household income –0.017 0.049 –0.021 0.002 0.046 0.002 0.009 0.046 0.010 Parental education 0.032 0.054 0.041 0.033 0.051 0.042 0.042 0.051 0.054 PDR –0.372 0.060 –0.310 *** –0.382 0.059 –0.319 *** SHSC 0.307 0.059 0.257 *** 0.326 0.058 0.273 *** PDR*SHSC –0.204 0.061 –0.149 ** R² 0.045 0.147 0.168 Adjusted R² 0.027 0.127 0.147 F 2.539 * 7.403 *** 7.897 *** ΔR² 0.045 0.102 0.021 ΔF 2.539 * 25.700 *** 11.104 ** P 0.010 0.000 0.001 Note. PDR = Perceptions of the DR policy; SCA=School choice anxiety; SHSC= Satisfaction with home-school collaboration; * p < 0.05, ** p < 0.01, *** p <0.00. Table 7. Hierarchical regression analysis with AFD as the dependent variable Model 1 Model 2 Model 3 B SE β B SE β B SE β Constant 4.078 0.670 5.871 0.668 6.014 0.651 Guardian category –0.134 0.088 –0.071 –0.155 0.080 –0.082 –0.178 0.078 –0.094 * Parental age –0.027 0.044 –0.030 0.011 0.040 0.013 0.018 0.039 0.020 Grade of the child –0.053 0.067 –0.038 –0.003 0.061 –0.002 –0.020 0.060 –0.014 Number of children 0.105 0.096 0.057 0.126 0.087 0.068 0.123 0.084 0.066 School location –0.315 0.161 –0.128 –0.068 0.151 –0.027 –0.059 0.147 –0.024 Child achievement 0.246 0.050 0.236 *** 0.205 0.045 0.197 *** 0.213 0.044 0.205 *** Average monthly household income –0.136 0.058 –0.135 * –0.097 0.052 –0.097 * –0.086 0.051 -0.086 Parental education –0.003 0.064 –0.003 –0.005 0.058 –0.005 0.011 0.056 0.012 PDR –0.668 0.067 –0.462 *** –0.685 0.066 –0.474 *** SHSC 0.181 0.066 0.125 ** 0.212 0.065 0.147 ** PDR*SHSC –0.333 0.068 –0.202 *** R² 0.083 0.254 0.293 Adjusted R² 0.066 0.236 0.275 F 4.926 *** 14.638 *** 16.209 *** ΔR² 0.083 0.170 0.040 ΔF 4.926 *** 49.106 *** 24.084 *** P 0.000 0.000 0.000 Note. PDR = Perceptions of the DR policy; AFD=Anxiety about children’s future development; SHSC= Satisfaction with home-school collaboration; * p < 0.05, ** p < 0.01, *** p <0.001. Additional Declarations No competing interests reported. Supplementary Files SupplementaryFile1.ParentalperceptionsoftheDRpolicyscale.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviewers invited by journal 05 Aug, 2025 Editor assigned by journal 30 Jul, 2025 Editor invited by journal 13 Jul, 2025 Submission checks completed at journal 12 Jul, 2025 First submitted to journal 12 Jul, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7042380","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":496623821,"identity":"2d054971-b191-4a4e-9e22-0e54a1ab768a","order_by":0,"name":"Guizhen Yang","email":"","orcid":"","institution":"Ningbo University","correspondingAuthor":false,"prefix":"","firstName":"Guizhen","middleName":"","lastName":"Yang","suffix":""},{"id":496623822,"identity":"e8077533-46c2-4623-9772-a52bb37dd464","order_by":1,"name":"Haoran Cui","email":"","orcid":"","institution":"Qingdao University","correspondingAuthor":false,"prefix":"","firstName":"Haoran","middleName":"","lastName":"Cui","suffix":""},{"id":496623823,"identity":"0f4973e4-f727-4c3d-9248-80a92fbc9a5c","order_by":2,"name":"Zihan Wang","email":"","orcid":"","institution":"Qingdao University","correspondingAuthor":false,"prefix":"","firstName":"Zihan","middleName":"","lastName":"Wang","suffix":""},{"id":496623824,"identity":"dde183b0-334b-4abf-8940-dbf9e990ea8e","order_by":3,"name":"Kejun Zhang","email":"","orcid":"","institution":"Qingdao University","correspondingAuthor":false,"prefix":"","firstName":"Kejun","middleName":"","lastName":"Zhang","suffix":""},{"id":496623825,"identity":"a4b84bb1-61a7-412b-8607-4c987e22d394","order_by":4,"name":"Yuejiao Guan","email":"","orcid":"","institution":"Qingdao University","correspondingAuthor":false,"prefix":"","firstName":"Yuejiao","middleName":"","lastName":"Guan","suffix":""},{"id":496623826,"identity":"27c0dc6c-c97f-4f61-975a-988b4a259167","order_by":5,"name":"Haowen Wang","email":"","orcid":"","institution":"Qingdao University","correspondingAuthor":false,"prefix":"","firstName":"Haowen","middleName":"","lastName":"Wang","suffix":""},{"id":496623827,"identity":"d15b6b40-9d88-4334-ae6b-977acaed8bc2","order_by":6,"name":"Zhun Gong","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA5UlEQVRIie3PMQuCQBTA8XcIuhy12uRXeBFIkLT2NRLhWiSCvoAh2GK7H6OxLe2RkzQ3NDQFbbYVNGRtLadj0P2nx/F+PA5ApfrVWADQ1liQlugMm5POMsyyZCa85gSL3CNe7t6zPGu0outjQ1M4+kgOphoYtF/LSLc4iH6noDlLKuLjqQVciKOUJL6N3Yjc0PyQiwYmt+uJW5HoTfpILKgjlun3zllFYp6PCZoQ5IXNFtHETYwwzWIUnl73F2sZ926PaOBuiYXl/ekM2wbl8isp6ObXiy5b/1wJQCvrllQqlerPewGF0lS0OOLd/QAAAABJRU5ErkJggg==","orcid":"","institution":"Qingdao University","correspondingAuthor":true,"prefix":"","firstName":"Zhun","middleName":"","lastName":"Gong","suffix":""}],"badges":[],"createdAt":"2025-07-04 02:53:08","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7042380/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7042380/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":88561824,"identity":"acbef497-82dc-4389-8bc5-3c167462ee3f","added_by":"auto","created_at":"2025-08-07 18:22:09","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":117569,"visible":true,"origin":"","legend":"\u003cp\u003eTheoretical framework\u003c/p\u003e","description":"","filename":"Figure1.Theoreticalframework.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7042380/v1/3da868c869cbb5b715dcbdc4.jpg"},{"id":88561826,"identity":"c6ce5dc7-1b51-4dde-a664-bd7d70294518","added_by":"auto","created_at":"2025-08-07 18:22:09","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":35681,"visible":true,"origin":"","legend":"\u003cp\u003eThe moderating effect of SHSC on perception of AAP and PDR\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNote.\u003c/em\u003e PDR = Perceptions of the “Double Reduction” Policy; AAP= Anxiety about children’s academic performance; SHSC= Satisfaction with home-school collaboration.\u003c/p\u003e","description":"","filename":"Figure2.ThemoderatingeffectofsatisfactionwithhomeschoolcollaborationonperceptionofanxietyaboutchildrensacademicperformanceandperceptionsoftheDoubleReductionPolicy.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7042380/v1/85f6bdbb099cacdb4942c64f.jpg"},{"id":88562540,"identity":"99ea567a-01ed-437d-aac2-de293effe37d","added_by":"auto","created_at":"2025-08-07 18:30:09","extension":"jpg","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":38232,"visible":true,"origin":"","legend":"\u003cp\u003eThe moderating effect of SHSC on perception of SCA and PDR\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNote.\u003c/em\u003e PDR = Perceptions of the “Double Reduction” Policy; SCA=School choice anxiety; SHSC= Satisfaction with home-school collaboration.\u003c/p\u003e","description":"","filename":"Figure3.ThemoderatingeffectofsatisfactionwithhomeschoolcollaborationonperceptionofschoolchoiceanxietyandperceptionsoftheDoubleReductionPolicy.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7042380/v1/431a8aac1e9188cfd81a999b.jpg"},{"id":88561833,"identity":"cb47b458-9b81-4e8b-b1a0-3c5516b860ed","added_by":"auto","created_at":"2025-08-07 18:22:10","extension":"jpg","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":34296,"visible":true,"origin":"","legend":"\u003cp\u003eThe moderating effect of SHSC on perception of AFD and PDR\u003c/p\u003e\n\u003cp\u003eNote. PDR = Perceptions of the “Double Reduction” Policy; AFD=Anxiety about children’s future development; SHSC= Satisfaction with home-school collaboration.\u003c/p\u003e","description":"","filename":"Figure4.ThemoderatingeffectofsatisfactionwithhomeschoolcollaborationonperceptionofanxietyaboutchildrensfuturedevelopmentandperceptionsoftheDoubleReductionPolicy.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7042380/v1/47815050c3b7b7db2411877b.jpg"},{"id":88563369,"identity":"19f1a86a-f02e-4c7c-9684-b30de11bbbf5","added_by":"auto","created_at":"2025-08-07 18:46:11","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2186752,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7042380/v1/b0064499-d3dd-4fae-9399-3fd7018174a7.pdf"},{"id":88561830,"identity":"3a0a2a40-6efe-4c8e-b778-e395ac9f878a","added_by":"auto","created_at":"2025-08-07 18:22:09","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":16617,"visible":true,"origin":"","legend":"","description":"","filename":"SupplementaryFile1.ParentalperceptionsoftheDRpolicyscale.docx","url":"https://assets-eu.researchsquare.com/files/rs-7042380/v1/87e93dd02171b96fc48c1b3a.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Relationship Between China’s “Double Reduction” Policy and Educational Anxiety Among Rural Middle School Parents: The Mediating Role of Satisfaction with Home-School Collaboration","fulltext":[{"header":"Introduction","content":"\u003cp\u003eParental educational anxiety in China has evolved beyond a matter of personal concern, reflecting broader societal pressures and expectations [1]. In 2021, the Chinese government introduced the \u0026quot;Dual Reduction\u0026quot; policy, hereafter referred to as the \u0026ldquo;Double Reduction\u0026rdquo;(DR) Policy, with the goal of reducing students\u0026rsquo; excessive homework and off-campus tutoring burdens [2]. The policy aims to reestablish schools as the primary site of education, foster a favorable educational environment, and alleviate the educational anxiety experienced by parents. As a result, parental educational anxiety has emerged as a central topic in educational research. While scholars have conceptually examined the origins and nature of such anxiety, empirical investigations remain relatively limited. Drawing from the perspectives of early researchers [3], this study defines parental educational anxiety as the excessive concern parents feel regarding their children\u0026rsquo;s academic progress, future educational outcomes, and career prospects. These concerns often lead to emotional stress and psychological pressure. Parental educational anxiety typically manifests in three key areas: anxiety over school selection, concerns about academic performance, and worries about future development [4]. Researchers have examined a range of factors influencing parental educational anxiety, including socioeconomic status, children\u0026rsquo;s academic performance, unequal distribution of educational resources, education policies, and the quality of home-school collaboration [5-9]. Empirical evidence suggests that Chinese parents\u0026rsquo; understanding of the DR policy can influence their levels of educational anxiety, either directly or indirectly. For instance, Liu, et al. [10] found a negative correlation between Chinese parents\u0026rsquo; understanding of the DR policy and their educational anxiety, suggesting that better understanding may help mitigate anxiety. In contrast, Yu, et al. [11] reported a positive correlation, indicating that greater awareness of the policy might heighten anxiety. Due to variations in parental social strata, regions, and their children\u0026rsquo;s educational stage in previous studies, differing findings have been obtained. Additionally, the inconsistencies in research findings suggest that moderating variables may exist between the understanding of the DR policy and parental educational anxiety.\u003c/p\u003e\n\u003cp\u003eResearch indicates that parents experience the highest levels of educational anxiety during their children\u0026rsquo;s middle school years, which is a crucial stage in the educational trajectory. Compared to the primary school stage, parental anxiety intensifies during middle school, largely due to the increased academic difficulty and heightened pressure associated with further educational advancement [1]. In this context, rural middle schools refer to all middle schools located in rural or county-level administrative regions, including those in county towns and townships [12]. Compared to their urban counterparts, rural middle schools typically face disadvantages such as weaker teaching faculties and limited access to educational resources. Consequently, placing them in a disadvantaged position in the educational landscape. Parents of students in rural middle schools generally occupy lower socioeconomic positions and have a limited understanding of the DR policy. After the policy\u0026rsquo;s implementation, parents in rural areas may experience heightened anxiety due to the absence of external tutoring support [13]. Most prior empirical studies have focused predominantly on middle-class parents in urban areas, leaving a significant gap in research concerning the educational anxiety experienced by rural middle school parents [14-15]. However, rural education represents the majority of China\u0026rsquo;s compulsory education population and includes families that view education as a primary pathway to social mobility. As such, rural areas are likely to become the focal point in the ongoing effort to reduce academic burdens [16]. The success of educational policies like the DR policy hinges on their effectiveness in rural and remote areas. Well-designed and well-implemented policies can play a pivotal role in alleviating parental educational anxiety [17-18]. Therefore, this study focuses specifically on parents of rural middle school students, aiming to examine the relationship between their understanding of the DR policy and their levels of educational anxiety. In doing so, the study addresses an important research gap and offers practical implications for policy refinement and implementation.\u003c/p\u003e\n\u003cp\u003eHome-school collaboration refers to the shared involvement of families and schools in students\u0026rsquo; educational development, emphasizing mutual communication and cooperative efforts in the co-education process [19]. Effective home-school collaboration can play a vital role in supporting the implementation of the Double Reduction (DR) policy. It may help alleviate parental stress and reduce complex emotional responses such as tension and anxiety during the educational journey [20]. When parents are more satisfied with the educational services provided by schools, they are generally less likely to experience educational anxiety. Despite its potential significance, previous research has not sufficiently explored the role of home-school collaboration in shaping parental educational anxiety, particularly within the context of national policy implementation. This gap highlights the need for further investigation into the relationship between home-school collaboration and educational anxiety.\u003c/p\u003e\n\u003cp\u003eGuided by the theory of overlapping spheres of influence, this study integrates theoretical analysis and empirical investigation to examine the current state and characteristics of educational anxiety among parents of rural middle school students in China. Specifically, it seeks to answer the following research questions:\u003c/p\u003e\n\u003cp\u003e1. Does parents\u0026rsquo; understanding of the DR policy significantly and negatively predict their educational anxiety?\u003c/p\u003e\n\u003cp\u003e2. Does satisfaction with home-school collaboration moderate the relationship between understanding of the DR policy and parental educational anxiety?\u003c/p\u003e\n\u003cp\u003e3. How can parental educational anxiety in rural middle schools be alleviated in ways that are sensitive to contextual and structural factors?\u003c/p\u003e"},{"header":"Theoretical Foundation and Research Hypotheses","content":"\u003cp\u003eIn the context of the nationwide implementation of the Double Reduction (DR) policy, parents of middle school students in rural China are facing increasing challenges and uncertainties. Existing scholarly work on rural middle schools has largely concentrated on institutional factors such as school management, instructional quality, equitable access to compulsory education, resource allocation, and teacher professional development [21-22]. Although some researchers have addressed the implementation status and the necessary of the DR policy in rural regions, indirectly touching on its relationship to educational anxiety [16], there is a dearth of research that has considered rural areas as distinct contexts in that parental educational anxiety occurs and evolves. To date, it remains unclear whether the DR policy has effectively alleviated educational anxiety among parents of rural middle school students. This study aims to focus on investigating how parents\u0026rsquo; understanding of the DR policy and their satisfaction with home-school collaboration influence their levels of educational anxiety. Consequently, Special attention is given to the underlying mechanisms and theoretical underpinnings that shape these relationships, with the goal of offering context-sensitive policy recommendations.\u003c/p\u003e\n\u003ch2\u003eTheory of Overlapping Spheres of Influence\u003c/h2\u003e\n\u003cp\u003eThe Theory of Overlapping Spheres of Influence, developed by Professor Epstein at Johns Hopkins University in the United States, integrates elements of ecological systems theory and social capital theory while addressing their respective limitations [23]. The theory comprises two models: an external model and an internal model. The external model describes the extent to which the roles and activities of families, schools, and communities overlap or remain separate. Depending on their degree of coordination, these entities can either work in synergy or function independently, thereby shaping students\u0026rsquo; developmental outcomes differently [24]. Given that educational activities vary in nature, and different entities possess distinct experiences, values, and operational activities, it is imperative to conduct educational practices separately, aligned with the specific nature of the activity. Some educational practices are best conducted independently within each sphere, while others require cooperative efforts that draw upon the distinct strengths, experiences, and resources of all three domains. The internal model centers the student as the focal point of interaction among family, school, and community actors [25]. These connections and interactions occur both at the institutional level, such as when schools involve families in on-campus events, and at the interpersonal level through communication and collaboration between individual parents and teachers, regarding students as pivotal \u0026ldquo;others\u0026rdquo; with a shared \u0026ldquo;altruistic\u0026rdquo; objective [26-27]. All three entities pursue a shared altruistic goal and shoulder a mutual responsibility: the academic and personal development of the student. Their combined influence is cumulative and mutually reinforcing.\u003c/p\u003e\n\u003cp\u003eIn the context of China, parents\u0026rsquo; concerns are increasingly concentrated on academic performance, and the current structures of home-school collaboration and DR policy implementation still require further refinement. Applying the internal and external models of the theory of overlapping highlights the importance of shared responsibility among families, schools, and broader community institutions, including local governments, in cultivating supportive educational environments for a student\u0026rsquo;s growth. \u003c/p\u003e\n\u003cp\u003eAccordingly, this study adopts the theory of overlapping spheres of influence as its guiding framework to investigate the interconnected roles of the DR policy, home-school collaboration, and parental educational anxiety in rural regions. This perspective underscores the importance of coordinated action in addressing the multifaceted nature of parental concerns and improving policy effectiveness in real-world educational settings.\u003c/p\u003e\n\u003ch2\u003eRelationship Between the Double Reduction (DR) Policy and Parental Educational Anxiety\u003c/h2\u003e\n\u003cp\u003eRural areas in China comprise the largest demographic group engaged in compulsory education. Families in these regions often regard education as a critical pathway to upward social mobility. Therefore, without significant progress in reducing academic burdens in rural schools, the full comprehensive implementation of the Double Reduction (DR) policy nationwide will become even more formidable [28]. Drawing on the Theory of Overlapping Spheres of Influence, parental educational anxiety can be seen as shaped by broader social policies and the practices of school-based education. Thus, a close relationship likely exists between the implementation of the DR policy and the level of educational anxiety experienced by rural parents. Prior research has highlighted a correlation between parents\u0026rsquo; understanding of the DR policy and their experience of educational anxiety [10-11]. Educational policies are integral to educational reform. When parents possess a clear and accurate understanding of these policies, they are better equipped to navigate the evolving educational landscape, thereby reducing their susceptibility to educational anxiety [11]. This suggests that the DR policy, as a major reform effort, may have a significant influence on alleviating parental anxiety.\u003c/p\u003e\n\u003cp\u003eRural regions, acting as an intermediary connecting urban and rural areas, exhibit both the general characteristics often amplified. These dual characteristics often amplify the depth and prevalence of educational anxiety in rural regions relative to urban centers [16]. Compared to urban families, rural parents generally have lower socioeconomic status and fewer financial resources to invest in private tutoring. In addition, educational resources in rural middle schools are comparatively scarce, intensifying parental concerns about their children\u0026rsquo;s competitiveness in the education system [29-30]. The DR policy aims to re-center education within schools and imposes strict limits on private extracurricular training institutions. If successfully implemented, the policy could improve the quality of after-school services in rural schools and increase parents\u0026rsquo; trust in public education. Therefore, this study posits that by strengthening school-based learning and reducing the reliance on costly external tutoring, the DR policy may help mitigate educational anxiety among rural parents.\u003c/p\u003e\n\u003cp\u003eBased on these considerations, the present study proposes the following hypothesis:\u003c/p\u003e\n\u003cp\u003eH1: Parents\u0026rsquo; understanding of the Double Reduction policy negatively predicts educational anxiety among rural middle school parents.\u003c/p\u003e\n\u003ch2\u003eRelationship Between Parents\u0026rsquo; Satisfaction With Home-School Collaboration and Their Educational Anxiety\u003c/h2\u003e\n\u003cp\u003eHome-school collaboration in China has a long-standing tradition dating back to the 1950s and 1960s, and it continues to receive growing attention in both theory and practice. According to the theory of overlapping spheres of influence, families, schools, and communities collectively constitute the three primary environments shaping students\u0026rsquo; academic outcomes and overall development. These environments are inherently interconnected, working in harmony to positively impact one another and effective collaboration among them fosters a supportive ecosystem that promotes students\u0026rsquo; holistic growth [24].\u003c/p\u003e\n\u003cp\u003eFor families and schools alike, strong home-school collaboration benefits students, parents, and educational institutions. Specifically From the perspective of student development, home-school collaborative engagement can maximize students\u0026rsquo; comprehensive academic, physical and mental development [26]. From the perspective of parental involvement in home-school collaboration, parental participation is a prerequisite for successful collaboration. For parents, active participation in school affairs not only strengthens their confidence in parenting but also promotes student achievement and reduces anxiety surrounding their children\u0026rsquo;s education [31]. When schools establish robust home-school partnerships, parents are more likely to feel informed and reassured, reducing their feelings of tension, anxiety, and other complex emotional states during the educational process [32].\u003c/p\u003e\n\u003cp\u003eHigh levels of parental satisfaction with home-school collaboration suggest access to quality educational support and resources, which in turn lowers the likelihood of educational anxiety. Notably, research has shown a negative correlation between effective home\u0026ndash;school communication and parental anxiety: as parents\u0026rsquo; satisfaction with school communication increases, their anxiety about their child\u0026rsquo;s education tends to decline [9].\u003c/p\u003e\n\u003cp\u003eInformed by this evidence, the present study proposes that parental satisfaction with home-school collaboration is negatively associated with different dimensions of educational anxiety. Accordingly, the following hypotheses are proposed:\u003c/p\u003e\n\u003cp\u003eH2a: Satisfaction with home-school collaboration negatively predicts academic performance anxiety among parents of rural middle school students.\u003c/p\u003e\n\u003cp\u003eH2b: Satisfaction with home-school collaboration negatively predicts school choice anxiety among parents of rural middle school students.\u003c/p\u003e\n\u003cp\u003eH2c: Satisfaction with home-school collaboration negatively predicts future development anxiety among parents of rural middle school students.\u003c/p\u003e\n\u003ch2\u003eModerating Role of Parents\u0026rsquo; Satisfaction With Home-School Collaboration\u003c/h2\u003e\n\u003cp\u003eHome-school collaboration facilitates the seamless integration and expansion of education between the home and school, serving as a vital mechanism for bridging the temporal and spatial gaps between families and schools. In this collaborative endeavor, both parties assume shared responsibility for students\u0026rsquo; education and development [33]. Within this collaborative framework, parents and schools jointly pursue aligned educational objectives. From the perspective of organizational dynamics, procedural fairness and psychological ownership fostered in collaborative settings, such as schools, can enhance stakeholder trust and engagement [34]. Prior research indicates that both parents\u0026rsquo; perceptions of the \u0026ldquo;Double Reduction\u0026rdquo; (DR) policy and their involvement in home\u0026ndash;school collaboration significantly affect their educational anxiety. Nevertheless, consensus on these influences remains elusive, and the precise pathways of their effects remain unclear. To date, no study has integrated parents\u0026rsquo; awareness of DR policies and their satisfaction with home-school collaboration into a unified framework to examine their collective impact on parental educational anxiety. This study discerns that the modulating role of home-school collaboration is chiefly evident in three key areas:\u003c/p\u003e\n\u003cp\u003eFirstly, strong home-school collaboration can enhance parents\u0026rsquo; social capital [35]. The social capital generated through sustained school\u0026ndash;family interactions can mitigate the detrimental effects of limited financial resources and less favorable community environments on students\u0026rsquo; development. \u003c/p\u003e\n\u003cp\u003eSecondly, effective communication with schools can help parents better understand and support school-based education [36]. This mutual understanding may reduce parental anxiety related to policy shifts and foster more positive family\u0026ndash;child relationships.\u003c/p\u003e\n\u003cp\u003eThirdly, active parental engagement in school educational activities can support students\u0026rsquo; academic achievement, emotional well-being, and social development [37]. Through such engagement, parents can more accurately assess their child\u0026rsquo;s academic standing, provide appropriate support, and reduce both student stress and their own educational anxiety.\u003c/p\u003e\n\u003cp\u003eBased on this analysis, the present study argues that higher satisfaction with home-school collaboration may amplify the negative association between parents\u0026rsquo; understanding of the DR policy and their educational anxiety, elevating parents\u0026rsquo; satisfaction with home-school collaboration can reinforce the detrimental impact of the perception of DR policies on educational anxiety. By enhancing communication and trust, home\u0026ndash;school collaboration can buffer the adverse effects of socioeconomic disadvantage and educational policy stressors, particularly in rural middle school contexts.\u003c/p\u003e\n\u003cp\u003eAccordingly, the following hypotheses are proposed:\u003c/p\u003e\n\u003cp\u003eH3a: Rural middle school parents\u0026rsquo; satisfaction with home-school collaboration positively modulates the relationship between their understanding of DR policies and parental academic anxiety.\u003c/p\u003e\n\u003cp\u003eH3b: Rural middle school parents\u0026rsquo; satisfaction with home-school collaboration positively modulates the relationship between their understanding of DR policies and parental anxiety regarding school selection.\u003c/p\u003e\n\u003cp\u003eH3c: Rural middle school parents\u0026rsquo; satisfaction with home-school collaboration positively modulates the relationship between their understanding of the DR policy and parental anxiety about their children\u0026rsquo;s future development.\u003c/p\u003e\n\u003cp\u003eThis study adopts a regression model to examine how parents\u0026rsquo; perceptions of the DR policy and their satisfaction with home-school collaboration affect different dimensions of educational anxiety. The baseline regression model is specified as follows:\u003c/p\u003e\n\u003cp\u003e\u003cimg width=\"271\" height=\"27\" src=\"data:image/png;base64,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\" alt=\"image\"\u003e\u003c/p\u003e\n\u003cp\u003eAs indicated in equation (1), the dependent variable in the model is parental education anxiety. In this equation, R\u003csub\u003ei\u003c/sub\u003e represents the perception of the \u0026ldquo;Double Reduction\u0026rdquo; Policy, Fi denotes home-school collaboration satisfaction, Ci refers to control variables, \u0026beta;\u003csub\u003e0\u003c/sub\u003e is a constant term, and \u0026beta;\u003csub\u003e1\u003c/sub\u003e, \u0026beta;\u003csub\u003e2\u003c/sub\u003e, and \u0026beta;\u003csub\u003e3\u003c/sub\u003e represent the coefficients for the \u0026ldquo;Double Reduction\u0026rdquo; Policy perception, home-school collaboration satisfaction, and control variables, respectively. The \u0026epsilon;\u003csub\u003ei\u003c/sub\u003e term stands for the random disturbance. All dependent, independent, and moderating variables are included in the model through summation and averaging methods.\u003c/p\u003e\n\u003cp\u003e\u003cimg width=\"355\" height=\"27\" src=\"data:image/png;base64,R0lGODlhFQIoAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAEAEgAUAhYAhwAAAAAAAAEAAAEBAAEBAQIBAQMCAQICAQIBAAAAOgEBOQAAOQIBOQEBOgEAOgEAOQIBOgAAZgIBZQEBZQAAZQEAZgEBZgEAZQAA/wA6OgI7ZgA6ZgA5ZQA6ZQE5ZQM7ZgA6kAA6jwE6jgE5jwA5jwE6jwE5jgE6kAI7jwA5jgBVqgBmtgBltQFltABmtQBltACqqgCq/wD//zoAADoBADsBATwCAToBATsCATwCAjs6ADo6ADo6Ojk5OTo6Zjk5ZTo6ZTpmkDlltDpmtjpltTpmtTqPjzqQtjqPtTmPtTqP2TqQ2jqP2jmO2TqQ2zmP2TuQ2jyQ2lVVqlWqqlWq/2YAAGgDAmcCAWYBAGcBAWcCAmYBAWc7AWc7AmY6AGY6Omc7O2c7OmZmOmaQtmWPtWaPtWaQ22WP2maP2ma222a12mW02Wa22ma2/2a2/ma1/mW1/WW0/WW0/GW1/ma0/Ga1/Wa1/JA6AJA7AZE7AZE8ApA6AZE7ApA6OpA7O5E7O5BmOpFnO5BnO4612o+02Y+12pC12pDb/4/a/pDa/4/Z/o/Z/Y7Z/ZDa/rZmALZmAbdnArdmALVmALZlALVmObdnO7ZmOraQOraQO7aRO7eRZ7aQZ6qqqqqq/7Xa2rbb/7TZ/rba/rXa/rTZ/bTa/qr//7b//7T8/bX+/rX9/rb+/7T9/rT9/bX+/9yQOtuQOtuROtyROtuQOduQZtyQZtu2Ztu3Zty2Ztq2Z9m2Z9u2kNy2kNy2kdu3kdu1kNra/tr+ttv/29v//9r+/9r//9r+/tn9/tn+/tj9/v+3Zv+2Zv+1Zv+2Zf62Z/+2kP/bkP/bkf/ckP/ckf/btv/ctv7btv//tv//t///tf7/tv//2///3P7+2/3+2////wECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwj/AAEIHEiwoMGDCBMqLKjrS4CHGcYIW0ixIsWGDwNEnGixo8ePCTFClAiypMmTH0VqJImypctdYARAJDPMpc2bOEHy4qLEoisNgw46yhgggikA2u5kNJqzY9IACQ4BePUQBMemFp9GnVr16sJnM4hm5JHGK9aEWqVSDWDVIlixD8maPQiNBtyMIIidVagNj4AEiKYOCBCipkdtusJkTOBDzd6E2/L8DexqcIhiFqPVuMtDjWGFz2zcfRjC2OPH2/QoIDRwWy8wN2QG+FGI4K4uIkwTtFbl4VaBvIt+Oq1waIA2At/+Jo7QOHIAyqVanJURuTbjbZkXdJ487HKK1B9a/8eud2Ey2W4EansUYIn27TLfJN8M2OOzzRtq3w/A5P1AR4PBIZBmUAVmES0EPCSgNpBYdgxFyhSgoHoN9uTfTdZYMYJuAChjQAAkgAKAKwc81ARBqUlwSkFrMdXddxcq01V3UEmHUlLZWSQjWxxF19GOv7113Ek4zqXQjtn5qKNv0gmZnnkyJZDIQOc9CVJfIHymo2WG7VfflkWh8p8A8pWkTR4lYPajhJcNSJ+BFUUIlSLJ4TDhQnImsMhAEcZhkjZ6lMDhe6lNsCKfBiywJwCpIRAABYcCZ4UJgwIp3VNOXEjQU0MK1OJRLRXplFKdclUUqBV9ClxvAWT65x05Uv/E6XOmupjqQy4G1x5FsMiU101YaimrXwGUKViYbm1WLEGOVCCmmWiqWVFkMgkoUGWPptIRthRoC4A1V8hkoUKvOFoasIEOqp2HTxTkIQkcOuIopAWRKMdurLpK1QqaEqQkp66GCquRCP1LasAVGcfvquIROXBHBj+EMEUKD6SrlQhps8dDC9sUrH1vqkdsfxX1JVObwEbbEYFfUsufRwAGwILF4QZgLVp6yDQzuoIe9lqCD/VQhrQLFRppQvI+evS3k3LIKb9g2drvWm1NczCwD1tE9URWS+yRrgHvKPVHomo9Y9etfp0vn7iqstA1WDzkHgCwnFDen3hk6dErXAL/MM3IPw62LE5nprmtZZhRI9nLHYErLp8SdruQ4wFY+AoK6pKdrlN6DCZEMYAOAK9F0tjQAkUZynSiQY4wwAhBVAdzB4xLjkYU7dtxrE0fD/kwHNaxLqTw7r3/DnFYnQJ8Y9YJ6857AL5/JORznM6tUF1QTVlXx3jr3ZEjMrnAjR8y+RAKzDJF8GzKhlsUMwvd/CETEKJ8RKDN6vHx+Fei6QmdDTsj0uYssowSUWAVAingCzoSiwK0ayEkCkAKMjeiA6xOIEASQ9r6NRCATcMLUBkCwczEvIV4EIQJEOFHLOU3pSTADAILHloO9sEQjhAhLOzaCyvSK7hgzEx5ExZf/0ZWDS6EUIgJsUYWHuKCphSOaApxGROK+BciIPFIEkoAnaYhmQScIVWOEsvN/jTAihQQRBRMGALupZBo5EAA9DqIhxY4ECHxiIN19I50tga8G/pLj56a0ffuosIY+jGPNQrkHQcJl0JSJBIcE0gkpBSqIEIsZMcqTLIeQjLCqawiLDMQtlDmPsERhQhQRNpgduaIBixKgD3rCCUktIaSpEYBrzxIoygwioS40QTI6CCpxsasUu1FbKDSFa1WaLvb2chduEomq5ZpQlLxqxbRFIoxCbKjZiZSjtn81jRHFUlsnuogkLSSxuQmkLrdbSCRIBMOTWm7BDQiIcoYjPqAs//EwUFIcMZCmgDmgBBmAK2ZXzKInCT3rZqNsWiLm1ktIuet7QzgZoDa3+UyJwkE+OkgZ/SmoviiiRrI5oED6ehHDXLLXLIOARxgRRtzAExhRhIhvMFdTvgoTq91EBAQScNhSkguQYLNIB/kHsOG9DSD5PSZfCFqQnh6VIFMAxDI2yG+GtbUgsCNkgLBXgB+6FUs2DMrltRa377Vz05qYxM68A0auDmYhOI0C3blyycpMko1Ua6TrZHMQym3IP3JzKlXcMArQ3MnhGBDC4rNShlNWAkJCeEXB3nsA1zaGtVwdiANjOlCfhlMGm2Tmd78ZnNu2tMNijMq0+gNNaMqw9X/BqBjVR1ILcKi1A4xSSDYOWQ1a6vN21psbUiZnVDXskwWAiC4FDlP9nLyMfeFz2JtHVN/ajGYTuazQE7cq/BWSTOZAPZaAXJXFun0XAdBKIufhWUaDdLRANDRlp7FoQHiONOaYvC3eFwqraY3EKq0xcDCTS5xC6JMRJZKG5bISG9VVStUvWrBWy0VgZO7sLcgjMIUVkgPf0W4tKKun8bajz+bJSYlBqCJ8wFvgS2wPmi1b3IOHcj9Hrrjeg2GoeXKFkWCfC7CTTYhj5UJSksiLzYy2AqbJYgzckAHhRrgvs8VpEF4upcNZ3mRT1mYjIiZMakexMvQ9dQQZGfcTZEq/zvdXCaXhytcNGv5jw9+M0fiTJARl2edbHlnQUZ8RYNUlyIqNhb4CINEFxvLZP68Dyn5RphUZky8vlTWzWJGyoYaYQsCGKPLQvCgDkkIfwU2l24ySpj5Enm+BQFULE3YORCRAimvKYJAZCGh0SGkgUv+Txjh4uSBkOiCQiJzcl17TAkLQxuXeMgGUBUcV8lIp4Y2s0KdDW1pW1g9SlGqOQMw7aXmCFOjwjDbOPbsaJP72/9ps0DGXe7WkhgpG7OeLWRT74Os03rD8t4/mTgMbWBiMBuo8UCmwYUEOMZfm2kTw1+8KcmcV683xuJDWFDwTAymAwp3RAmAEa4x3gJoIP8HTs1I3UH9jWuiD+lARQ2ds3HJ6sgJ4TVcQqSezgW7IKU7nbs+dJcFvG47rvsvUcj8lNk2xTgJ2MFYyrJVa6uWzs2DitTjQvVsy9u3RGkLp+Td9HQLF+pbD4BccLhIsONlImPv2DqfJF28CLqDGwuoCU0svCilnQdsmIuLyV2bgkwjEMhTexDq10HJ6B3jlmZdXf+uBkErAwKIyEbJIUcUlmvDsIfNX6gxeGrSpDGjK735rCniCzAA7Qee2FTnUs9SPRhqO8MWi9GfTCnpzUDZWPNpEntjdWzHWttuFn41vw6SqMF7hupeNrNBM4MVJBghdYmA2z6S/VY4he9oAVz/R7jrz0vuMyuY9vfiLs7gK9ShoaFuBhRK8gwcMNQ+Njgg51aPktBcAIFHYgA/5xH2AhIIdhoNFlVtNmbP1xIJKCvhhhIHiBUPqBC80Vsg0Sv31hEaWGgOiGKH4ReatDcD0Gk4QVgQRE8ZwX5DhgAs9xHlUmQcxGu+Bhm2tzSN0zQgMRQYmBPIRDF3tC9n8YMlE4EnwYPNdk7VZH3z1oOPxHwWAUlO6BLfdX7hVwI1YTIwhj5b2BTMQFGNs3kmASAB5BEdhWX9coYVkSEbAhIpgoMQ2Cq1MDE7dWcFMwNR8VRnMWcKEVvkZjxkoxROMIdYwYcHsRZEMYVokW+E6BSMo0iHNkFpIxh+AuAY+/F4JmRxuDB/TSGJkXcQBMKCsuJym3gYNVeK/RI6T5ALUUARt8QaHbELOeABMlUSVJEAR3B9O8haXwFC5AZVOFExiJZ44QSDUJGLWCGMFsgqiWgSvYKLukg3f4GMyXhdFDENgiAbPmAItjgACYAEHmgSk0BeFkE5qGaACPCNn4gQ5aKOeMRrC5AEpUYRO2EHOvIBQWEQAQEAOw==\" alt=\"image\"\u003e\u003c/p\u003e\n\u003cp\u003eAs depicted in equation (2), it introduces an interaction term, R\u003csub\u003ei\u003c/sub\u003e \u0026times; F\u003csub\u003ei\u003c/sub\u003e, building upon equation (1), where \u0026beta;\u003csub\u003e4\u003c/sub\u003e represents the coefficient for the moderating effect. If \u0026beta;\u003csub\u003e1\u003c/sub\u003e is negative, it implies that an increase in parents\u0026rsquo; awareness of the \u0026ldquo;Double Reduction\u0026rdquo; Policy can mitigate their education anxiety. Conversely, if \u0026beta;\u003csub\u003e1\u003c/sub\u003e is positive, it signifies that heightened awareness of the \u0026ldquo;Double Reduction\u0026rdquo; Policy increases parental education anxiety. If \u0026beta;\u003csub\u003e2\u003c/sub\u003e is negative, it suggests that home-school collaboration satisfaction can alleviate parental education anxiety. If \u0026beta;\u003csub\u003e2\u003c/sub\u003e is positive, it indicates that an increase in home-school collaboration satisfaction raises education anxiety. If \u0026beta;\u003csub\u003e4\u003c/sub\u003e in equation (2) is negative, it indicates that home-school collaboration satisfaction has a diminishing effect on parental education anxiety concerning their perception of the \u0026ldquo;Double Reduction\u0026rdquo; Policy. In contrast, it suggests otherwise.\u003c/p\u003e\n\u003cp\u003eIn summary, the theoretical model describing the relationships among DR policy perception, home-school collaboration satisfaction, and parental educational anxiety is illustrated in\u003cstrong\u003e Figure 1\u003c/strong\u003e.\u003c/p\u003e\n\u003ch2\u003e[Insert Figure 1. near here]\u003c/h2\u003e"},{"header":"Methodology","content":"\u003ch2\u003eParticipants selection\u003c/h2\u003e\n\u003cp\u003eThis study targeted parents of middle school students in rural County G, located in the eastern region of China. A random sampling approach was employed to select participants across different grade levels within local rural middle schools. A total of 538 questionnaires were distributed, and informed consent was obtained from all participants prior to data collection. Each respondent took approximately 10 minutes to complete the survey. Of the 538 questionnaires distributed, 442 were deemed valid after screening for completeness and accuracy. A total of 96 responses were excluded due to missing data or incorrect responses, yielding a final questionnaire validity rate of 82.16%. Descriptive statistics of the participants are presented in \u003cstrong\u003eTable 1\u003c/strong\u003e.\u003c/p\u003e\n\u003ch2\u003e[Insert\u0026nbsp;Table 1.\u0026nbsp;near here]\u003c/h2\u003e\n\u003ch2\u003eInstrumentation\u003c/h2\u003e\n\u003cp\u003eThe questionnaire used in this study consisted of two major sections. The first section gathered demographic information about the participants. Variables collected included: type of guardian, parental age, average monthly household income, number of children, child’s gender, grade level, school district, parental occupation, and parental educational attainment.\u003c/p\u003e\n\u003cp\u003eThe second section focused on the core constructs of the study and included three standardized scales measuring: (1) parents’ perceptions of the Double Reduction (DR) policy, (2) parental educational anxiety, and (3) satisfaction with home-school collaboration. Each scale was developed or adapted based on existing validated instruments in the literature and was designed to align with the rural Chinese educational context.\u0026nbsp;\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eParental Educational Anxiety Scale\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eThis study focuses on educational anxiety experienced by parents of rural middle school students. The measurement tool employed was adapted from two validated instruments: the “Parental anxiety questionnaire” by Elfström, et al.\u0026nbsp;[38]\u0026nbsp;and the “Parenting anxiety child rating scale - parent report” by Flessner, et al.\u0026nbsp;[39]. To suit the context of rural middle schools in China, the adapted scale includes 15 items across three sub-dimensions.\u003c/p\u003e\n\u003cp\u003eThe sub-dimension of anxiety about children’s academic performance includes 6 items, such as “I worry about my child’s lack of interest in learning” and “I worry that my child might become addicted to playing on their phone or computer and neglect their studies”. The sub-dimension of school choice anxiety includes 3 items, such as “I am willing to spend time to investigate the college admission policies of our rural education bureau” and “I will inquire about the admission situation in various schools in our rural”. The sub-dimension of anxiety about children’s future development includes 6 items, such as “I worry that my child will not find a decent job in the future” and “I’m concerned that my child may not get into their ideal college in the future”.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEach item was rated on a five-point Likert scale ranging from 1 (“Completely not in line”) to 5 (“Completely in line”), with higher scores indicating greater levels of educational anxiety. Through the KMO (Kaiser-Meyer-Olkin) and Bartlett’s sphericity test, a KMO value of 0.942 was obtained, and the Bartlett’s sphericity test yielded significant results (χ\u003csup\u003e2\u003c/sup\u003e=5122.162, df=105, \u003cem\u003ep\u003c/em\u003e\u0026lt;0.001). The overall consistency coefficient(Cronbach’s α) was 0.945, indicating good internal consistency for the questionnaire.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eParental perceptions of the\u0026nbsp;\u003c/em\u003e\u003cem\u003eDR\u003c/em\u003e\u003cem\u003e\u0026nbsp;policy scale\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eAt present, empirical research on parental perceptions of the “Double Reduction” (DR) policy remains limited, with most findings derived from national-level survey reports. Based on the conceptual framework of the National Survey Report on the Effectiveness of the\u0026nbsp;“Double Reduction”\u0026nbsp;Policy developed by\u0026nbsp;the\u0026nbsp;China Institute of Education and Social Development\u0026nbsp;[40],\u0026nbsp;this study developed a parental perception scale of the Double Reduction policy specifically reflecting\u0026nbsp;the unique context and experiences of rural parents.\u0026nbsp;The scale comprises two dimensions: perceptions of policy impact and policy endorsement level.\u0026nbsp;(See Supplementary File S1 for the complete measurement instrument.)\u003c/p\u003e\n\u003cp\u003eThe dimension of perceptions of policy impact, assessing parents’ evaluations of how the DR policy affects their children’s education and household circumstances, includes 4 items, such as “After the implementation of ‘Double Reduction’ Policy, I worry because my child doesn’t attend targeted extracurricular classes” and “The ‘Double Reduction’ Policy has reduced the financial burden of my child’s education”. The dimension of policy endorsement, capturing the degree to which parents support and are satisfied with the DR policy, includes 6 items, such as “I believe that the ‘Double Reduction Policy’ is fair and just” and “I am very satisfied with the implementation of the ‘Double Reduction Policy’ in schools”.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eResponses were rated on a five-point Likert scale, with higher scores reflecting stronger recognition and support for the DR policy. The average score across the two dimensions was used to represent the overall level of parental perception. Through the KMO and Bartlett’s sphericity test, a KMO value of 0.855 was obtained, and the Bartlett’s sphericity test yielded significant results (χ\u003csup\u003e2\u003c/sup\u003e=\u0026nbsp;2140.475, df\u0026nbsp;=\u0026nbsp;45, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001). The internal consistency coefficients (Cronbach’s α) for the two dimensions were 0.897 and 0.759, indicating good internal consistency for the questionnaire.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eParental Satisfaction with Home-School Collaboration Scale\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eThe Parental Satisfaction with Home-School Collaboration Scale used in this study was adapted from the work of Lin\u0026nbsp;[41]\u0026nbsp;and modified to align with the specific context of rural home-school partnerships. The scale comprises three sub-dimensions, totaling 18 items. The average score across these sub-dimensions represents the overall level of parental satisfaction with home-school collaboration.\u003c/p\u003e\n\u003cp\u003eThe content dimension of home-school collaboration includes 6 items such as\u0026nbsp;“Teachers\u0026nbsp;communicating\u0026nbsp;with you about\u0026nbsp;the student’s\u0026nbsp;learning attitude and learning habits”\u0026nbsp;and\u0026nbsp;“Teachers\u0026nbsp;communicating\u0026nbsp;with you about\u0026nbsp;the student’s\u0026nbsp;personality and interest after the implementation of the ‘Double\u0026nbsp;Reduction’ Policy”.\u0026nbsp;The method dimension of\u0026nbsp;home-school\u0026nbsp;collaboration includes\u0026nbsp;6\u0026nbsp;items such as\u0026nbsp;“Participate in school volunteer activities”\u0026nbsp;and\u0026nbsp;“School involving parents in teaching activities”\u0026nbsp;The effectiveness dimension of\u0026nbsp;home-school\u0026nbsp;collaboration includes\u0026nbsp;6\u0026nbsp;items such as\u0026nbsp;“Home-school\u0026nbsp;collaboration\u0026nbsp;has alleviated my anxiety about children’s education”\u0026nbsp;and\u0026nbsp;“Teachers can effectively address issues I raise to the school and teachers”.\u003c/p\u003e\n\u003cp\u003eEach item was rated on a five-point Likert scale ranging from 1 (“Completely not in line”) to 5 (“Completely in line”), with higher scores indicating greater levels of parental satisfaction with home-school collaboration. Through the KMO and Bartlett’s sphericity test, it was found that the KMO value is 0.961, and the Bartlett’s sphericity test results are significant (χ\u003csup\u003e2\u003c/sup\u003e=\u0026nbsp;9300.557, df\u0026nbsp;=\u0026nbsp;153, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001). In this study, the internal consistency coefficients (Cronbach’s α) of the three dimensions are 0.939, 0.966, and 0.950, and the overall consistency coefficient is 0.970.\u003c/p\u003e\n\u003ch2\u003eReliability and Validity of Measurement Tools\u003c/h2\u003e\n\u003cp\u003eThis study conducted reliability and validity assessments of the measurement tools. The fit indices for all scales reached acceptable values (as shown in \u003cstrong\u003eTable 2\u003c/strong\u003e). From \u003cstrong\u003eTable 3\u003c/strong\u003e, it can be observed that, except for the latent variable “anxiety about children’s future education and school choice”, the Cronbach’s α coefficients and composite reliability (CR) of other constructs are all greater than 0.8, the average variance extracted (AVE) is greater than 0.5, and the Cronbach’s α and CR for the dimension of “anxiety about children’s future education and school choice” are 0.747 and 0.703, respectively, with an AVE of 0.455, all within an acceptable range. This indicates that the scales have good internal consistency and convergent validity. Moreover, the square root of the AVE for each construct is greater than the intercorrelations among variables, demonstrating discriminant validity\u0026nbsp;[42]. Overall, the research tools selected for this study exhibit high reliability and validity.\u003c/p\u003e\n\u003ch2\u003e[Insert Table 2, 3 near here]\u003c/h2\u003e"},{"header":"Results","content":"\u003ch2\u003eCommon method bias testing\u003c/h2\u003e\n\u003cp\u003eIn this study, the Harman single-factor test was used to perform an exploratory factor analysis on all items of the variables. The results revealed that, without rotation, there were 8 factors with eigenvalues greater than 1, and the explanatory power of the first factor was 35.93%, which is lower than the critical threshold of 40%. Therefore, it can be inferred that common method bias has a relatively low impact on the results of this study\u0026nbsp;[43].\u003c/p\u003e\n\u003ch2\u003eDescriptive statistics and correlation analysis\u003c/h2\u003e\n\u003cp\u003eThe mean, standard deviation, and correlation analysis results of the major variables are shown in \u003cstrong\u003eTable 4\u003c/strong\u003e. By comparing the means and standard deviations of the major variables and their sub-dimensions, it can be observed that parental education anxiety (\u003cem\u003eM\u003c/em\u003e = 3.342) is generally at an above-average level. Among its sub-dimensions, anxiety about children’s academic performance is the highest (\u003cem\u003eM\u003c/em\u003e = 3.408), followed by school choice anxiety (\u003cem\u003eM\u003c/em\u003e = 3.313), and relatively lower anxiety about children’s future development (\u003cem\u003eM\u003c/em\u003e = 3.290). The perceptions of the DR policy among parents is relatively high (\u003cem\u003eM\u003c/em\u003e = 3.531), and overall satisfaction with home-school collaboration is also relatively high (\u003cem\u003eM\u003c/em\u003e = 3.443). In addition, the results of the correlation analysis between the variables indicate that the perception of DR policy is significantly negatively correlated with various dimensions of education anxiety (\u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.01), providing preliminary support for hypothesis H1. Parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration is significantly positively correlated with school choice anxiety (\u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.05), supporting hypothesis H2b. There is no significant correlation between it and anxiety about children’s academic performance or anxiety about children’s future development (\u003cem\u003ep\u003c/em\u003e\u0026gt;\u0026nbsp;0.05), and hypotheses H2a and H2b are not supported.\u003c/p\u003e\n\u003ch2\u003e[Insert\u0026nbsp;Table 4\u0026nbsp;near here]\u003c/h2\u003e\n\u003ch2\u003eResults of differential analysis\u003c/h2\u003e\n\u003cp\u003eIn this study, independent sample t-tests, one-way analysis of variance, and other methods were used to examine demographic differences in the three variables and their sub-dimensions, with respect to the following control variables: guardian category, parent age, child’s grade level, child’s academic performance, average monthly family income, parent occupation, and parent education. The t-test results show significant differences in the perception of the DR policy (\u003cem\u003et\u003c/em\u003e = –6.245, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.001) and the anxiety about school choice (\u003cem\u003et\u0026nbsp;\u003c/em\u003e= 3.191, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.05) based on the region where the school is located. Parents of students in rural areas have a higher perception of the DR\u0026nbsp;policy (\u003cem\u003eM\u003c/em\u003e = 3.679, \u003cem\u003eSD\u0026nbsp;\u003c/em\u003e= 0.724) compared to parents in towns (\u003cem\u003eM\u003c/em\u003e = 3.192, \u003cem\u003eSD\u0026nbsp;\u003c/em\u003e= 0.815). In terms of school choice anxiety, parents in towns have higher levels of anxiety (\u003cem\u003eM\u003c/em\u003e = 3.527,\u0026nbsp;\u003cem\u003eSD\u0026nbsp;\u003c/em\u003e= 0.792) compared to parents in\u0026nbsp;rural\u0026nbsp;areas (\u003cem\u003eM\u003c/em\u003e = 3.220,\u0026nbsp;\u003cem\u003eSD\u0026nbsp;\u003c/em\u003e= 0.986) regarding their children’s school choice, as well as anxiety about their children’s academic and future development, although there are no significant differences. Analysis of variance results show significant differences in the perception of the DR\u0026nbsp;policy in terms of parent age, guardian category, child’s grade level, and number of children (\u003cem\u003ep\u003c/em\u003e \u0026lt; 0.01). Parental anxiety about their child’s academic performance, school choice, and future development also varies significantly with different levels of academic performance. In general, the better the child’s academic performance, the lower the parental anxiety level. Additionally, anxiety about children’s academic performance and future development varies by guardian category and average monthly family income (\u003cem\u003ep\u003c/em\u003e \u0026lt; 0.01), while school choice anxiety exhibits significant differences based on the region where the school is located (\u003cem\u003et\u003c/em\u003e = 3.191, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.01), child’s academic performance (\u003cem\u003eF\u003c/em\u003e = 2.166,\u003cem\u003e\u0026nbsp;p\u003c/em\u003e \u0026lt; 0.05), and parent education (\u003cem\u003eF\u003c/em\u003e = 2.721, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.05). Given that there are no significant differences in the perception of the\u0026nbsp;DR\u0026nbsp;policy and education anxiety dimensions for child gender and parent occupation (\u003cem\u003ep\u003c/em\u003e \u0026gt; 0.05), this study has decided not to consider them as control variables.\u003c/p\u003e\n\u003ch2\u003eRelationship between parental perceptions of the DR policy and parental educational anxiety: the moderating role of satisfaction with home-school collaboration\u003c/h2\u003e\n\u003ch3\u003e\u003cem\u003eModerating effects of parental satisfaction with home-school collaboration on the relationship between parental perceptions of the DR policy and anxiety about children’s academic performance\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eUsing the moderation analysis method proposed by Hayes [44], the moderating effect of parental satisfaction with home-school collaboration was examined using a hierarchical regression method. As shown in \u003cstrong\u003eTable 5\u003c/strong\u003e, in Model 1, eight demographic variables, including the school’s location and guardian category, were included, and they were statistically significant (Adjusted \u003cem\u003eR\u003c/em\u003e² = 0.039, \u003cem\u003eF\u003c/em\u003e=\u0026nbsp;3.254, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.01). In Model 2, parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy and parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration were included and statistically significant (Adjusted \u003cem\u003eR\u003c/em\u003e²\u0026nbsp;=\u0026nbsp;0.192, \u003cem\u003eF\u003c/em\u003e=\u0026nbsp;11.482, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001). Parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy had a significantly negative predictive effect on their anxiety about children’s academic performance (\u003cem\u003eβ\u003c/em\u003e=\u0026nbsp;–0.435, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001), supporting Hypothesis 1a. Parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration had a significantly positive predictive effect on anxiety about children’s academic performance (\u003cem\u003eβ\u003c/em\u003e =\u0026nbsp;0.187, \u003cem\u003ep\u003c/em\u003e \u0026lt;\u0026nbsp;0.001), confirming hypothesis H2a.\u003c/p\u003e\n\u003cp\u003eIn Model 3, the interaction term of parental perceptions of the DR policy and their satisfaction with home-school collaboration was included and statistically significant (Adjusted \u003cem\u003eR\u003c/em\u003e² = 0.233, \u003cem\u003eF\u003c/em\u003e=\u0026nbsp;13.178, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001). The interaction term had a significant moderating effect on the relationship between parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy and their anxiety about children’s academic performance (\u003cem\u003eβ\u003c/em\u003e=\u0026nbsp;–0.207, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001), reflecting the existence of the moderating effect of parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration. The data results indicated that the moderation coefficient was negative, suggesting that parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration could strengthen the negative relationship between their perceptions of the\u0026nbsp;DR\u0026nbsp;policy and anxiety about children’s academic performance. Thus, hypothesis H3a was confirmed.\u003c/p\u003e\n\u003ch2\u003e[Insert\u0026nbsp;Table 5\u0026nbsp;near here]\u003c/h2\u003e\n\u003ch3\u003e\u003cem\u003eModerating effects of parental satisfaction with home-school collaboration on the relationship between parental perceptions of the DR policy and school choice anxiety\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eAs illustrated in \u003cstrong\u003eTable 6\u003c/strong\u003e, Model 1 incorporated eight demographic variables, including the school’s geographical location and guardianship category, and demonstrated statistical significance (Adjusted \u003cem\u003eR\u003c/em\u003e² = 0.027, \u003cem\u003eF\u003c/em\u003e=\u0026nbsp;2.539, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.05). Model 2 introduced parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy and their satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration, both of which exhibited statistical significance (Adjusted \u003cem\u003eR\u003c/em\u003e²\u0026nbsp;=\u0026nbsp;0.127, \u003cem\u003eF\u003c/em\u003e=\u0026nbsp;7.403, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001). Parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy significantly predicted a decrease in anxiety about school choice (\u003cem\u003eβ\u003c/em\u003e=\u0026nbsp;–0.310, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001), thus supporting hypothesis H1. Conversely, satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration significantly predicted an increase in their school choice anxiety (\u003cem\u003eβ\u003c/em\u003e=\u0026nbsp;0.257, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001), validating hypothesis H2b in the opposite direction. Model 3 incorporated the interaction term between parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy and satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration, revealing statistical significance (Adjusted \u003cem\u003eR\u003c/em\u003e²\u0026nbsp;=\u0026nbsp;0.147, \u003cem\u003eF\u003c/em\u003e=\u0026nbsp;7.897, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.01). The interaction term significantly moderated the relationship between parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy and school choice anxiety (\u003cem\u003eβ\u003c/em\u003e=\u0026nbsp;–0.149, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.01), indicating the presence of the moderating effect of parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration. The data results showed a negative moderation coefficient, suggesting that parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration strengthened the negative association between parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy and school choice anxiety. Hence, hypothesis H3b is confirmed.\u003c/p\u003e\n\u003ch2\u003e[Insert\u0026nbsp;Table 6\u0026nbsp;near here]\u003c/h2\u003e\n\u003ch3\u003e\u003cem\u003eModerating effects of parental satisfaction with\u0026nbsp;\u003c/em\u003e\u003cem\u003ehome-school\u003c/em\u003e\u003cem\u003e\u0026nbsp;collaboration on the relationship between parental perceptions of the\u0026nbsp;\u003c/em\u003e\u003cem\u003eDR\u003c/em\u003e\u003cem\u003e\u0026nbsp;policy and anxiety about children’s future development\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eAs presented in \u003cstrong\u003eTable 7\u003c/strong\u003e, Model 1 encompassed eight demographic variables, including the school’s geographical location and guardianship category, demonstrating statistical significance (Adjusted \u003cem\u003eR\u003c/em\u003e² = 0.066, \u003cem\u003eF\u003c/em\u003e=\u0026nbsp;4.926, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001). In Model 2, parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy and satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration were introduced, both exhibiting statistical significance (Adjusted \u003cem\u003eR\u003c/em\u003e²\u0026nbsp;=\u0026nbsp;0.236, \u003cem\u003eF\u003c/em\u003e=\u0026nbsp;14.638, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001). Parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy significantly predicted a reduction in anxiety about children’s future development (\u003cem\u003eβ\u003c/em\u003e=\u0026nbsp;–0.462, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001), thereby supporting hypothesis H1c. Conversely, parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration significantly predicted an increase in anxiety about children’s future development (\u003cem\u003eβ\u003c/em\u003e=\u0026nbsp;0.125, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001), validating hypothesis H2c in the opposite direction. Model 3 incorporated the interaction term between parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy and satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration, revealing statistical significance (Adjusted \u003cem\u003eR\u003c/em\u003e²\u0026nbsp;=\u0026nbsp;0.275, \u003cem\u003eF\u003c/em\u003e=\u0026nbsp;16.209, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001). The interaction term significantly moderated the relationship between parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy and anxiety about children’s future development (\u003cem\u003eβ\u003c/em\u003e=\u0026nbsp;–0.202, \u003cem\u003ep\u003c/em\u003e\u0026lt;\u0026nbsp;0.001), indicating the presence of the moderating effect of parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration. The data results showed a negative moderation coefficient, suggesting that parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration strengthened the negative association between parental perceptions of the\u0026nbsp;DR\u0026nbsp;policy and anxiety about children’s future development. Hence, hypothesis H3c was confirmed.\u003c/p\u003e\n\u003ch2\u003e[Insert\u0026nbsp;Table 7\u0026nbsp;near here]\u003c/h2\u003e\n\u003cp\u003eIn order to further investigate the moderating role of parental satisfaction with home-school collaboration in the relationship between the perception of the DR policy and the three dimensions of educational anxiety, this study employed the PROCESS v3.3 methodology to conduct simple slope tests. Simple slope plots were generated based on the regression equation, with parental perceptions of the DR policy and the average satisfaction of parental-school cooperation, both deviating by one standard deviation in either a positive or negative direction.\u003c/p\u003e\n\u003cp\u003eWhen parental satisfaction with home-school collaboration was relatively low (M-1SD, one standard deviation below the mean), the negative predictive effect of the DR policy on anxiety about children’s academic performance was less pronounced (simple slope = –0.360, \u003cem\u003et\u0026nbsp;\u003c/em\u003e=\u0026nbsp;–4.431, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; 0.001).\u003c/p\u003e\n\u003cp\u003eConversely, when parental satisfaction with home-school collaboration was relatively high (M+1SD, one standard deviation above the mean), the negative predictive effect of the DR policy on anxiety about children’s academic performance became more significant (simple slope=\u0026nbsp;–0.870, \u003cem\u003et\u0026nbsp;\u003c/em\u003e=\u0026nbsp;–10.114, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; 0.001) (as illustrated in \u003cstrong\u003eFigure 2\u003c/strong\u003e). When parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration was relatively low, the negative predictive effect of the\u0026nbsp;DR\u0026nbsp;policy on school choice anxiety was weaker\u0026nbsp;(simple slope=\u0026nbsp;–0.223, \u003cem\u003et\u0026nbsp;\u003c/em\u003e=\u0026nbsp;–2.996, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; 0.01).\u003c/p\u003e\n\u003cp\u003eOn the other hand, when parental satisfaction with home-school collaboration was relatively high, the negative predictive effect of the DR policy on school choice anxiety intensified (simple slope=\u0026nbsp;–0.540, \u003cem\u003et\u0026nbsp;\u003c/em\u003e=\u0026nbsp;–6.852, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; 0.001) (as shown in \u003cstrong\u003eFigure 3\u003c/strong\u003e). Similarly, when parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration was relatively low, the negative predictive effect of the\u0026nbsp;DR\u0026nbsp;policy on parental anxiety about children’s future development was less prominent (simple slope=\u0026nbsp;–0.422,\u0026nbsp;\u003cem\u003et\u0026nbsp;\u003c/em\u003e=\u0026nbsp;–5.109, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; 0.001). In contrast, when parental satisfaction with\u0026nbsp;home-school\u0026nbsp;collaboration was relatively high, the negative predictive effect of the\u0026nbsp;DR\u0026nbsp;policy on parental anxiety about children’s future development increased (simple slope=\u0026nbsp;–0.947, \u003cem\u003et\u0026nbsp;\u003c/em\u003e=\u0026nbsp;–10.844, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; 0.001) (as depicted in \u003cstrong\u003eFigure 4\u003c/strong\u003e).\u003c/p\u003e\n\u003cp\u003eHence, it can be concluded that parental satisfaction with home-school collaboration plays a moderating role in the relationship between parental perceptions of the DR policy and anxiety about children’s academic performance, school choice anxiety, and anxiety about children’s future development. This reconfirms hypothesis H3.\u003c/p\u003e\n\u003ch2\u003e[Insert Figure 2, 3, 4 near here]\u003c/h2\u003e"},{"header":"Discussion","content":"\u003ch2\u003eParental Perceptions of the “Double Reduction” Policy and Parental Education Anxiety Levels\u003c/h2\u003e\n\u003cp\u003eThe relationship between parental perceptions of the “Double Reduction” (DR) Policy, educational anxiety, and home-school collaboration has garnered significant attention, especially during the 9-year compulsory education phase. Previous research indicates that parental education anxiety is generally high, parental awareness of the DR Policy is relatively low, and overall satisfaction with home-school collaboration tends to be high [11,13,45]. This study found that parents of middle school students in rural areas have a high degree of agreement with the DR Policy but have a lower perception of its effectiveness. While most parents agree with the overarching objectives of the policy, there is considerable uncertainty about its actual implementation and outcomes, which contributes to their concerns [13]. Several factors account for this sentiment. First, many parents do not fully understand the policy’s content, objectives, or specific measures. Second, disparities in geography, occupation, and educational background among rural middle school parents lead to varying levels of understanding, emotional responses, and actions. Third, the effectiveness of the policy remains uncertain and requires further evaluation.\u003c/p\u003e\n\u003cp\u003eWhile the DR Policy has alleviated some aspects of parental anxiety, it has also generated new concerns. Specifically, the high competitiveness of the senior high school and college entrance exams exacerbates parents’ anxiety regarding school choice and their children’s future development. Parental education anxiety in rural China tends to be relatively high, typically falling within the upper-middle range. Of particular concern is anxiety about children’s academic performance, followed by school selection anxiety, with fears of future development being relatively less pronounced. These findings align with previous studies, which highlight that, despite the DR Policy’s aim to reduce academic pressures, parents continue to prioritize academic performance as the primary source of anxiety. Academic anxiety has become the primary manifestation of parental education anxiety [11]. Regarding educational opportunities, parents’ greatest worry revolves around their children’s ability to gain admission to better schools, making school selection the most urgent issue.\u003c/p\u003e\n\u003ch2\u003eThe Moderating Effect of Parental Satisfaction with Home-School Collaboration\u003c/h2\u003e\n\u003cp\u003eThis study found that parental satisfaction with home-school collaboration positively predicts school choice anxiety but does not significantly predict parental anxieties related to children’s academic performance or future development. However, further analysis revealed that parental satisfaction significantly moderates the negative relationship between perceptions of the “Double Reduction” policy and all dimensions of educational anxiety. \u0026nbsp;This moderating effect is particularly pronounced for anxieties about children’s academic performance and future development, while its impact on school choice anxiety is comparatively weaker. These findings suggest that enhancing parents’ satisfaction with home-school collaboration and improving their understanding of the “Double Reduction” policy can effectively reduce their anxiety about academic performance and future outcomes. The policy’s implementation at the county level appears to have lowered students’ academic pressure and eased some parental anxiety. Moreover, strong home-school collaboration facilitates open communication, helping parents feel more confident and reassured about their children’s education [46]. Effective communication also promotes scientific and rational educational beliefs [47], which can help reduce anxiety related to school choice. However, as long as the issue of unequal access to high-quality educational resources persists, it will be difficult to fundamentally ease parents’ anxiety about school selection [48]. While the “Double Reduction” policy in China is being further promoted. To effectively alleviate educational anxiety among rural parents, more practical and targeted policy measures must be implemented.\u003c/p\u003e\n\u003ch1\u003eContributions and Implications\u003c/h1\u003e\n\u003ch2\u003eContributions\u003c/h2\u003e\n\u003cp\u003eEducational anxiety is not only a personal concern but also a broader public issue [1]. This study enriches the research in the field of the China’s “Double Reduction” policy and its relationship with parental educational anxiety, particularly in underexplored rural contexts. Several key contributions emerge:\u003c/p\u003e\n\u003cp\u003eFirst, by focusing on parents of rural middle school students, this study highlights a group often overlooked in discussions of educational anxiety. Given the importance of rural compulsory education in China’s broader educational system, addressing the unique concerns of rural parents provides valuable theoretical insight and practical relevance, especially for alleviating anxiety among lower-middle-class families.\u003c/p\u003e\n\u003cp\u003eSecond, the findings demonstrate that parental perceptions of the “Double Reduction” policy significantly and negatively predict educational anxiety. This suggests that enhancing parents’ understanding and acceptance of the policy can serve as a practical strategy to alleviate their anxiety. Government and school-related departments can increase family awareness of the “reducing academic burden” policy to alleviate their educational anxiety. However, the policy’s limited impact on school choice anxiety points to persistent concerns around access to quality educational resources, signaling the need for more targeted policy interventions.\u003c/p\u003e\n\u003cp\u003eThird, this study introduces parental satisfaction with home-school collaboration as a novel moderating variable. Unlike previous studies that have focused on family background, educational resources, or social capital [37,49], this research verifies the positive moderating role of home-school collaboration. This provides a new perspective for future investigations into how relational and communicative factors can buffer the effects of policy-induced stress.\u003c/p\u003e\n\u003cp\u003eFourth, the study’s focus on rural implementation of the “Double Reduction” policy and their impact on the educational anxiety of parents of rural middle school students, contributes to a broader global dialogue on education reform. Other East Asian countries such as South Korea , which face similar challenges related to exam-driven systems and the proliferation of shadow education, may benefit from China’s experience. As noted by Wang [50], intense competition caused by the prevalent hype of “shadow education” and “college entrance exam” in South Korea has increased the financial burden on families and widened educational inequality. This study thus offers comparative insights, suggesting that other East Asian countries consider localized adaptations of regulatory approaches, including legislation to manage and integrate shadow education into public frameworks.\u003c/p\u003e\n\u003ch2\u003eImplications\u003c/h2\u003e\n\u003cp\u003eIn summary, this study offers actionable recommendations for alleviating parental educational anxiety and promoting the effective implementation of the “Double Reduction” policy in rural contexts.\u003c/p\u003e\n\u003cp\u003eFirst, education authorities and schools should intensify policy communication efforts to enhance rural parents’ awareness and understanding of the “Double Reduction” policy. Greater transparency and targeted dissemination of policy content will help foster public trust and support, thereby advancing the policy’s implementation at the grassroots level.\u003c/p\u003e\n\u003cp\u003eSecond, the home-school collaboration system should be strengthened to improve parental satisfaction. Local governments are encouraged to pilot family committees in rural middle schools, establishing structures at the school-wide, grade, and class levels to facilitate parental involvement and oversight. Additionally, schools should clarify the roles of parents and teachers in home-school collaboration and offer accessible resources, such as online parenting courses and family engagement activities.\u003c/p\u003e\n\u003cp\u003eThird, supporting measures should be introduced to construct a comprehensive and sustainable “Double Reduction” strategy. On one hand, reforming the talent selection mechanism is essential to promote meaningful academic burden reduction. The current policy serves as a short-term remedy,. but long-term relief requires systemic changes that move beyond test-centric models toward holistic student evaluation. On the other hand, refinement of detailed implementation guidelines is necessary to achieve a balance between reducing burdens and enhancing educational quality.\u003c/p\u003e\n\u003cp\u003eFinally, efforts should be made to strengthen the weaknesses in vocational education by increasing financial support and faculty development for vocational colleges. Simultaneously, exploring and improving the “dual-track system” for vocational education entrance exams can enable students from secondary vocational schools to enroll in high-quality universities through vocational education entrance exams. Strengthening the quality and matriculation potential of vocational education will not only support the educational and career development of rural students but also enhance the cultivation of high-level technical talent.\u003c/p\u003e\n\u003ch1\u003eLimitations and future directions\u003c/h1\u003e\n\u003cp\u003eThis study has several limitations that should be acknowledged. First, the sample size is relatively limited. The participants were drawn exclusively from rural middle schools in a single region of China. While this offers some degree of representativeness, the findings may lack broader generalizability across different regions and socioeconomic contexts. Meta-analyses in educational psychology suggest that effect sizes may fluctuate over time and across contexts [51], highlighting the value of longitudinal and nationally representative studies. Future research should consider leveraging large-scale, nationally representative datasets such as the China Family Panel Studies (CFPS) and the China Education Panel Survey (CEPS). Embedding measures related to parental perceptions of education policy within these platforms could allow for larger sample sizes and more comprehensive analyses.\u003c/p\u003e\n\u003cp\u003eSecond,this study employed a cross-sectional design, which limits the ability to infer causal relationships among variables. Educational anxiety and policy perceptions are dynamic processes that evolve over time. Therefore, future studies should adopt longitudinal designs, collecting data across multiple time points to better capture changes in parental attitudes and the sustained impact of policy implementation. Such approaches would offer deeper insights into the temporal dynamics and causal mechanisms underlying the relationships observed in this study.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch1\u003eData availability statement\u003c/h1\u003e\n\u003cp\u003eAll data generated and/or analyzed during the current study are not publicly available but are available from the corresponding author on reasonable request.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to express their sincere gratitude to all participants for their thoughtful and valuable contributions to this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work was supported by the Zhejiang Provincial Philosophy and Social Science Planning Project (grant number 24NDJC066YB). The Qingdao Philosophy and Social Science Planning Project (grant number QDSKL2401291 ). The Major Program of the National Social Science Fund of China: Research on the construction of Chinese Marine talent ecosystem and the construction of dynamic database (grant number 20\u0026amp;ZD130). National Social Science Fund for Research on Ideological and Political Courses in Universities (grant number 23VSZ048). Shandong Province Natural Science Foundation General Project (grant number ZR2023MG015). The Major Program of the Shandong Social Science Fund (grant number 23BSHJ02).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eG.Y.: Conceptualization, supervision, resources, writing\u0026mdash;review and editing; H.C.: writing\u0026mdash;review and editing, validation, resources; Z.W.: conceptualization, methodology, formal analysis, writing\u0026mdash;original draft preparation; K.Z.: conceptualization, resources, editing; Y.G.:formal analysis, data curation, writing\u0026mdash;original draft preparation; H.W.:methodology, resources, writing\u0026mdash;review and editing; Z.G.: conceptualization, resources, writing\u0026mdash;review and editing, validation. All authors have read and agreed to the published version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics declarations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe studies involving human participants were conducted in strict accordance with the Declaration of Helsinki and were reviewed and approved by the Ethics Committee of Qingdao University. Informed consent was obtained from all participants involved in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eWu K, Wang F, Wang W, Li Y. Parents\u0026rsquo; education anxiety and Children\u0026rsquo;s Academic burnout: The role of parental burnout and Family function. Front. Psychol. 2022;12. https://doi.org/10.3389/fpsyg.2021.764824\u003c/li\u003e\n\u003cli\u003eThe General Office of the State Council of the People\u0026rsquo;s Republic of China. 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Family\u0026ndash;school links: how do they affect educational outcomes? 2nd ed. Mahwah (NJ): Lawrence Erlbaum Associates; 1996. p. 57\u0026ndash;64.\u003c/li\u003e\n\u003cli\u003eZhang L. The implementation of the Double Reduction Policy: problems, causes, and suggestions. Sci Insights. 2022;40(3):457\u0026ndash;61. https://doi.org/10.15354/si.22.or010\u003c/li\u003e\n\u003cli\u003ePomerantz EM, Moorman EA, Litwack SD. The how, whom, and why of parents\u0026rsquo; involvement in children\u0026rsquo;s academic lives: more is not always better. Rev Educ Res. 2007;77(3):373\u0026ndash;410. https://doi.org/10.3102/003465430305567\u003c/li\u003e\n\u003cli\u003eElfstr\u0026ouml;m S, Ahlen J. Development and validation of the Modeling of Parental Anxiety Questionnaire. J Anxiety Disord. 2021;85:102515. https://doi.org/10.1016/j.janxdis.2021.102515\u003c/li\u003e\n\u003cli\u003eFlessner CA, Murphy YE, Brennan E, D\u0026rsquo;Auria A. The Parenting Anxious Kids Ratings Scale-Parent Report (PAKRS-PR): initial scale development and psychometric properties. Child Psychiatry Hum Dev. 2016;48(4):651\u0026ndash;67. https://doi.org/10.1007/s10578-016-0688-6\u003c/li\u003e\n\u003cli\u003eChina Institute of Education and Social Development. National report on the effectiveness of the \u0026ldquo;Double Reduction\u0026rdquo; policy [Internet]. Beijing: Beijing Normal University; 2022. Available from: https://news.bnu.edu.cn//zx/zhxw/126713.htm\u003c/li\u003e\n\u003cli\u003eLin S. Investigation on parents\u0026rsquo; participation in education at public primary schools in Laos\u0026mdash;based on parents\u0026rsquo; and teachers\u0026rsquo; perception of parents participation [dissertation]. Nanjing: Nanjing Normal University; 2021. https://doi.org/10.27245/d.cnki.gnjsu.2021.000001\u003c/li\u003e\n\u003cli\u003eFornell C, Larcker DF. Evaluating structural equation models with unobservable variables and measurement error. J Mark Res. 1981;18(1):39\u0026ndash;50. https://doi.org/10.1177/002224378101800104\u003c/li\u003e\n\u003cli\u003eDeci EL, Ryan RM. Intrinsic motivation and self-determination in human behavior. New York: Springer; 1985. https://doi.org/10.1007/978-1-4899-2271-7\u003c/li\u003e\n\u003cli\u003eHayes A. Introduction to mediation, moderation, and conditional process analysis. J Educ Meas. 2013;51(3):335\u0026ndash;7. https://psycnet.apa.org/record/2013-21121-000\u003c/li\u003e\n\u003cli\u003eWu M. The phenomena and the formation of parents\u0026rsquo; anxiety under \u0026lsquo;Double Reduction\u0026rsquo; policy. J Educ Humanit Soc Sci. 2023;8:755\u0026ndash;60. https://doi.org/10.54097/ehss.v8i.4346\u003c/li\u003e\n\u003cli\u003eGerdes J, Goei SL, Huizinga M, De Ruyter DJ. True partners? Exploring family-school partnership in secondary education from a collaboration perspective. Educ Rev. 2020;74(4):805\u0026ndash;23. https://doi.org/10.1080/00131911.2020.1778643\u003c/li\u003e\n\u003cli\u003eThulin U, Svirsky L, Serlachius E, et al. The effect of parent involvement in the treatment of anxiety disorders in children: a meta-analysis. Cogn Behav Ther. 2014;43(3):185\u0026ndash;200. https://doi.org/10.1080/16506073.2014.923928\u003c/li\u003e\n\u003cli\u003eZhao S. Research on the strategies to alleviate parents\u0026rsquo; educational anxiety under the background of the \u0026ldquo;Double Reduction\u0026rdquo; policy. J Educ Educ Res. 2023;1(3):15\u0026ndash;9. https://doi.org/10.54097/jeer.v1i3.3936\u003c/li\u003e\n\u003cli\u003eChen J, Huang J, Zhao W, Du F, Cheng G. The influence of parental educational involvement on social anxiety among Chinese middle school students: the mediating role of psychological suzhi and the moderating role of family socioeconomic status. Curr Psychol. 2021;42(5):3860\u0026ndash;9. https://doi.org/10.1007/s12144-021-01752-1\u003c/li\u003e\n\u003cli\u003eWang L. A comparative study of shadow education policies in elementary education in China, the United States and South Korea. Adv Soc Sci Educ Humanit Res. 2022. https://doi.org/10.2991/assehr.k.220504.461\u003c/li\u003e\n\u003cli\u003eJiao X, Yu X, Wang S, Wang Z, Gong Z. Are effect sizes in self-efficacy field changing over time? A meta-meta analysis. Int J Psychol. 2021;56(5):801\u0026ndash;11. https://doi.org/10.1002/ijop.12736\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTable 1.\u0026nbsp;Demographic information of the sample\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" style=\"width: 65px;\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003eFrequency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003ePercentage (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" style=\"width: 28px;\"\u003e\n \u003cp\u003eGuardian category\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eFather\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e160\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e36.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eMother\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e266\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e60.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e(maternal）Grandparents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eOther relatives\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 28px;\"\u003e\n \u003cp\u003eChildren\u0026rsquo;s gender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e216\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e48.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e226\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e51.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"7\" style=\"width: 28px;\"\u003e\n \u003cp\u003eParental age\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e29\u0026nbsp;and below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e2.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e30-35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e7.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e36-40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e120\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e27.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e41-45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e29.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e46-50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e18.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e51-55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e13.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e56 years and older\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e2.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 28px;\"\u003e\n \u003cp\u003eAverage monthly household income\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2000 yuan and below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e18.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2001-5000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e155\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e35.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e5001-8000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e122\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e27.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e8001-10000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e12.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e10000 yuan or more\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e7.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" style=\"width: 28px;\"\u003e\n \u003cp\u003eParental education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003ePrimary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eJunior high\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e225\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e50.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eHigh (technical secondary /vocational high) school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eJunior college\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e6.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eRegular college\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e9.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003ePostgraduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"10\" style=\"width: 28px;\"\u003e\n \u003cp\u003eParental occupation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eLeading cadres of party and government organs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e1.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eEnterprise senior management personnel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eOwners of private enterprises\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e0.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eProfessional and technical personnel\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e7.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eLow-level civil servants, ordinary grass-roots staff\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e2.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eIndividual businesses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e10.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eBusiness service employees\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eWorker\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e17.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eFarmer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e222\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e50.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eUnemployed, semi-employed\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e4.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 28px;\"\u003e\n \u003cp\u003eSchool Location\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eRural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e134\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e30.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eTown\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e308\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e69.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" style=\"width: 28px;\"\u003e\n \u003cp\u003eGrade of the child\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e1\u003csup\u003est\u003c/sup\u003e grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e22.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2\u003csup\u003end\u003c/sup\u003e grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e123\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e27.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e3\u003csup\u003erd\u003c/sup\u003e grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e220\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e49.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 28px;\"\u003e\n \u003cp\u003eChild achievement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eVery good\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e13.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eAbove average\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e29.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eAverage\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e33.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eBelow average\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e16.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003eNot good\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" style=\"width: 28px;\"\u003e\n \u003cp\u003eNumber of children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e102\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e23.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e280\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e63.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e13.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e4 and above\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 19px;\"\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 2.\u0026nbsp;Model fitting index\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 29px;\"\u003e\n \u003cp\u003eStatistical test\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003eRMSEA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003eNFI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003eIFI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003eTLI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003eCFI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eCMIN/DF\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 29px;\"\u003e\n \u003cp\u003e(Adaptation standard）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e(\u0026lt;0.08)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e(\u0026gt;0.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e(\u0026gt;0.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e(\u0026gt;0.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e(\u0026gt;0.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e(\u0026lt;5.000)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 29px;\"\u003e\n \u003cp\u003ePerceptions of the DR policy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.068\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.970\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.957\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.970\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e3.012\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 29px;\"\u003e\n \u003cp\u003eParental educational anxiety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.064\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.956\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.943\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.963\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.971\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e2.802\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 29px;\"\u003e\n \u003cp\u003eSatisfaction with home-school collaboration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.064\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.962\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.975\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.970\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.975\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e2.830\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 3.\u0026nbsp;Reliability and convergence validity\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 53px;\"\u003e\n \u003cp\u003eParental educational anxiety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 18px;\"\u003e\n \u003cp\u003ePerceptions of the DR policy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 21px;\"\u003e\n \u003cp\u003eSatisfaction with\u0026nbsp;home-school collaboration\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20px;\"\u003e\n \u003cp\u003eAnxiety about children\u0026rsquo;s academic performance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eSchool choice anxiety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20px;\"\u003e\n \u003cp\u003eAnxiety about children\u0026rsquo;s future development\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003eCR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20px;\"\u003e\n \u003cp\u003e0.889\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.703\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20px;\"\u003e\n \u003cp\u003e0.893\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18px;\"\u003e\n \u003cp\u003e0.938\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 21px;\"\u003e\n \u003cp\u003e0.964\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003eAVE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20px;\"\u003e\n \u003cp\u003e0.573\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.455\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20px;\"\u003e\n \u003cp\u003e0.583\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18px;\"\u003e\n \u003cp\u003e0.604\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 21px;\"\u003e\n \u003cp\u003e0.597\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eNote.\u0026nbsp;\u003c/em\u003e\u003csup\u003e*\u003c/sup\u003e\u003cem\u003ep \u0026lt; 0.05, \u003csup\u003e*\u003c/sup\u003e\u003c/em\u003e\u003csup\u003e*\u003c/sup\u003e\u003cem\u003ep \u0026lt; 0.01.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eTable 4. Correlation analysis\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e(1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e(2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e(3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e(4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e(5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e(6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003ePDR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e3.531\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.785\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eAAP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e3.408\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e1.083\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e\u0026ndash;0.367\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eSCA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e3.313\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.941\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e0.269\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.598\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eAFD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e3.290\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e1.133\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e0.417\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.770\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.564\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003ePEA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e3.342\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.961\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e\u0026ndash;0.415\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.930\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.731\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.929\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eSHSC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e4.027\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.787\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e0.367\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.026\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.096\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026ndash;0.041\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.011\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eNote.\u0026nbsp;\u003c/em\u003ePDR = Perceptions of the DR policy; AAP= Anxiety about children\u0026rsquo;s academic performance; SCA=School choice anxiety; AFD=Anxiety about children\u0026rsquo;s future development; PEA=Parental education anxiety; SHSC= Satisfaction with home-school collaboration. \u003csup\u003e*\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e \u0026lt; 0.05, \u003csup\u003e**\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e \u0026lt; 0.01.\u003c/p\u003e\n\u003cp\u003eTable 5.\u0026nbsp;Hierarchical regression analysis with AAP as the dependent variable\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003eModel 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003eModel 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003eModel 3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026beta;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026beta;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026beta;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eConstant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.814\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.649\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.740\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.656\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.881\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.640\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eGuardian category\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.089\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.086\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.049\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.079\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.061\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.133\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.077\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.073\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eParental age\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.042\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.035\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.039\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.041\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.041\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.038\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.049\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eGrade of the child\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.073\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.065\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.054\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.041\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.060\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.030\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.058\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.043\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eNumber of children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.040\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.093\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.085\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.033\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.055\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.083\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.031\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eSchool location\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.201\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.156\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.086\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.022\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.148\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.009\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.014\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.006\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eChild achievement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.213\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.048\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.214\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.183\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.044\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.184\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.190\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.043\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.192\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAverage monthly household income\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.051\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.056\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.053\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.017\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.051\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.018\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.050\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eParental education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.029\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.062\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.032\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.030\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.033\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.014\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.055\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.015\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePDR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.066\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.435\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.616\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.065\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.447\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eSHSC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.257\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.065\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.187\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.287\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.064\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.209\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePDR*SHSC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.327\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.067\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.207\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eR\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.210\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.252\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAdjusted R\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.039\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.192\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.233\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e3.254\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e11.482\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e13.178\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026Delta;R\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.154\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.042\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026Delta;F\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e3.254\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e41.936\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e24.010\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eNote.\u003c/em\u003e PDR = Perceptions of the DR policy; AAP= Anxiety about children\u0026rsquo;s academic performance; SHSC= Satisfaction with home-school collaboration; \u003csup\u003e*\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e \u0026lt; 0.05, \u003csup\u003e**\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e \u0026lt; 0.01, \u003csup\u003e***\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e\u0026lt;0.00.\u003c/p\u003e\n\u003cp\u003eTable 6.\u0026nbsp;Hierarchical regression analysis with SCA as the dependent variable\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003eModel 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003eModel 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003eModel 3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026beta;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026beta;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026beta;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eConstant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.783\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.568\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.474\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.593\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.562\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.587\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eGuardian category\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.016\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.075\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.010\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.015\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.070\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.009\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eParental age\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.009\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.037\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.013\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.012\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.035\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.017\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.016\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.035\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.022\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eGrade of the child\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.013\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.011\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.014\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.054\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.012\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.024\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.054\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.021\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eNumber of children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.022\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.081\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.014\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.010\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.077\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.012\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.076\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.008\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eSchool location\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.282\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.137\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.138\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.236\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.134\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.116\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.231\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.113\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eChild achievement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.123\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.042\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.143\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.114\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.040\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.133\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.119\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.040\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.138\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAverage monthly household income\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.017\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.049\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.021\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.046\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.009\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.046\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.010\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eParental education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.032\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.054\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.041\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.033\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.051\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.042\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.042\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.051\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.054\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePDR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.372\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.060\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.310\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.382\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.319\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eSHSC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.307\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.257\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.326\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.058\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.273\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePDR*SHSC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.204\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.061\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.149\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eR\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.045\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.147\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.168\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAdjusted R\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.027\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.127\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.147\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e2.539\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e7.403\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e7.897\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026Delta;R\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.045\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.102\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.021\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026Delta;F\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e2.539\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e25.700\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e11.104\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.010\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eNote.\u003c/em\u003e PDR = Perceptions of the DR policy; SCA=School choice anxiety; SHSC= Satisfaction with home-school collaboration; \u003csup\u003e*\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e \u0026lt; 0.05, \u003csup\u003e**\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e \u0026lt; 0.01, \u003csup\u003e***\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e\u0026lt;0.00.\u003c/p\u003e\n\u003cp\u003eTable 7.\u0026nbsp;Hierarchical regression analysis with AFD as the dependent variable\u003c/p\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003eModel 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003eModel 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003eModel 3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026beta;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026beta;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026beta;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eConstant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.078\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.670\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.871\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.668\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e6.014\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.651\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eGuardian category\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.134\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.088\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.155\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.080\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.082\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.178\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.078\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.094\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eParental age\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.027\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.044\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.030\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.011\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.040\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.013\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.018\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.039\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.020\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eGrade of the child\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.053\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.067\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.038\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.003\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.061\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.020\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.060\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.014\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eNumber of children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.105\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.096\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.126\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.087\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.068\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.123\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.084\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.066\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eSchool location\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.315\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.161\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.128\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.068\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.151\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.027\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.147\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.024\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eChild achievement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.246\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.050\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.236\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.205\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.045\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.197\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.213\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.044\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.205\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAverage monthly household income\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.136\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.058\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.135\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.097\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.052\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.097\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.086\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.051\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.086\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eParental education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.003\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.064\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.003\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.005\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.058\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.005\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.011\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.056\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.012\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePDR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.668\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.067\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.462\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.685\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.066\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.474\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eSHSC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.181\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.066\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.125\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.065\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.147\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePDR*SHSC\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.333\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.068\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026ndash;0.202\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eR\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.083\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.254\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.293\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAdjusted R\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.066\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.236\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.275\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e4.926\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e14.638\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e16.209\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026Delta;R\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.083\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.170\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.040\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026Delta;F\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e4.926\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e49.106\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e24.084\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cem\u003eNote.\u003c/em\u003e PDR = Perceptions of the DR policy; AFD=Anxiety about children\u0026rsquo;s future development; SHSC= Satisfaction with home-school collaboration; \u003csup\u003e*\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e \u0026lt; 0.05, \u003csup\u003e**\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e \u0026lt; 0.01, \u003csup\u003e***\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e\u0026lt;0.001.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Double Reduction Policy, parental educational anxiety, home-school collaboration, rural middle school parents, theory of overlapping spheres of influence","lastPublishedDoi":"10.21203/rs.3.rs-7042380/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7042380/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eChina’s “Double Reduction” Policy represents a pivotal document in the context of China’s educational development and reform, aiming to reduce students’ academic burden and alleviate parental educational anxiety. This study investigates the impact of the “Double Reduction” Policy on the educational anxiety of rural middle school parents, as well as the mediating role of satisfaction with home-school collaboration.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA random sample of 442 parents from a province in eastern China participated by completing three key measures: perceived understanding of the “Double Reduction” Policy, levels of educational anxiety, and satisfaction with home-school collaboration.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe results revealed that: (a) parents’ understanding of the “Double Reduction” Policy significantly and negatively predicted their educational anxiety, suggesting that greater alignment with and awareness of the policy corresponded with reduced anxiety; (b) Parents’ satisfaction with home-school collaboration positively predicted the school selection anxiety but did not significantly relate to concerns about academic performance or future development; and (c) Parents’ satisfaction with home-school collaboration significantly moderated the relationship between their understanding of the “Double Reduction” Policy and different dimensions of educational anxiety, though the strength of this moderation varied across dimensions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThese findings suggest that reducing rural parental educational anxiety requires not only strengthening awareness of the policy and improving home-school collaboration but also deepening the implementation of the “Double Reduction” strategy and reforming the school selection system.\u003c/p\u003e","manuscriptTitle":"The Relationship Between China’s “Double Reduction” Policy and Educational Anxiety Among Rural Middle School Parents: The Mediating Role of Satisfaction with Home-School Collaboration","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-07 18:22:05","doi":"10.21203/rs.3.rs-7042380/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewersInvited","content":"","date":"2025-08-05T15:49:28+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-30T11:01:05+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-07-14T01:12:14+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-12T05:55:32+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-07-12T05:54:09+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6ce33c97-4d10-4e8c-a03d-0740985746db","owner":[],"postedDate":"August 7th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-08-07T18:22:05+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-07 18:22:05","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7042380","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7042380","identity":"rs-7042380","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}