Can the Implementation of the “Double Reduction” Policy Improve

the Satisfaction of Parents of Students at the Compulsory Education

Stage in Ethnic Minority Areas?

Analysis of Intermediary Effect based on Social Capital

Jia Tang

and Yurong Zhu

Sichuan Agricultural University, College of Business and tourism, Dujiangyan, China

Keywords: “Double Reduction” Policy, Social Capital, Parents' Satisfaction, OLS Linear Regression Model, Structural

Equation Model.

Abstract: To explore the impact of the “Double reduction” policy on the satisfaction of parents of compulsory education

students in ethnic minority areas, and the mediating role of social capital in the impact of the “Double

reduction” policy on the satisfaction of parents of compulsory education students in ethnic minority areas. It

uses OLS linear regression model and structural equation model to make an empirical analysis of the

relationship between the implementation of the "Double reduction" policy in the stage of compulsory

education in ethnic minority areas and social capital, parents' satisfaction. The results showed that the

satisfaction of parents of compulsory education students in ethnic areas was higher, but there was a group

difference, and the implementation of the “Double reduction” policy could directly improve the satisfaction

of parents of compulsory education students in ethnic areas Social capital mediates the effect of the “Double

reduction” policy on the satisfaction of compulsory education parents in ethnic minority areas.

1 INTRODUCTION

For a long time, rat race's growing involvement in

education has not only increased children's academic

burden, but also created vicious competition in the

field of education. To 2021 this situation, the Central

Committee of the Communist Party of China (CPC)

and the state council have issued the "Opinions on

further reducing the workload of compulsory

education students and the burden of off-campus

training"(hereinafter referred to as the "Double

reduction" policy). The policy put forward the

working goal of "reducing students' excessive

homework burden and off-campus training burden,

family education expenditure and parents'

corresponding energy burden within one year,

achieving remarkable results within three years, and

significantly improving people's education

satisfaction". At present, the "Double reduction"

policy has been implemented for a year, the local

https://orcid.org/0000-0001-7066-7095

governments, compulsory education schools have

responded, so that the burden reduction has a positive

effect, and parents' satisfaction has been rising. But

can the implementation of the "Double reduction"

policy improve the satisfaction of parents in ethnic

minority areas? Due to the natural, social and

historical reasons, the development of ethnic

education has many problems, such as high

complexity and difficulty, as a result, parents of

compulsory education students in ethnic areas are less

satisfied with the "Double reduction" policy.

Therefore, to explore whether the implementation of

the "Double reduction" policy can effectively

improve the satisfaction of parents of students

receiving compulsory education in ethnic minority

areas is helpful to understand whether the "Double

reduction" policy is "Acclimatization" in ethnic

minority areas.

https://orcid.org/0000-0001-8634-3909

614

Tang, J. and Zhu, Y.

Can the Implementation of the â

AIJDouble Reductionâ

I Policy Improve the Satisfaction of Parents of Students at the Compulsory Education Stage in Ethnic Minority Areas? Analysis of

Intermediary Effect Based on Social Capital.

DOI: 10.5220/0011935500003613

In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 614-619

ISBN: 978-989-758-630-9

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

2 THEORETICAL BASIS AND

RESEARCH HYPOTHESIS

2.1 The Relationship and Hypothesis of

“Double Reduction” Policy,

Parental Satisfaction and Social

Capital

2.1.1 The “Double Reduction” Policy

Promotes the Satisfaction of Parents in

Ethnic Minority Areas

The implementation of the "Double reduction" policy

is beneficial to comprehensively improve the quality

of education in compulsory education schools, giving

full play to the main function of teaching and

educating people in schools, and thus enhancing the

satisfaction of parents. According to the working

objectives of the "Double-reduction" policy, the

existing research on the impact of the "Double-

reduction" policy on the satisfaction of parents can be

divided into four aspects: First, the "Double

reduction" policy promotes parent’s satisfaction in

ethnic minority areas by reducing students' excessive

homework burden (Zhao 2022). Second, the "Double

reduction" policy promotes the satisfaction of parents

in ethnic areas by improving the level of after-school

services. Third, the "Double reduction" policy can

improve parents' satisfaction in minority areas by

comprehensively regulating out-of-school training

behavior (Xue 2021). Fourth, the “Double reduction”

policy promotes the satisfaction of parents in ethnic

areas by improving the quality of school education

and the level of service (Xiang 2022). To sum up, the

“Double-reduction” policy on the ethnic areas of

student satisfaction with parents has an enhanced

role.

Based on this, we propose hypothesis 1: “Double

reduction” policy can improve the satisfaction of

parents in ethnic areas.

2.1.2 The “Double Reduction” Policy

Enhances the Social Capital Content

The impact of “Double reduction” policy on parents'

social capital is mainly studied from three

dimensions: social participation, social trust and

mutual benefit. In terms of social participation, the

“Double reduction” policy stresses the need to

improve the mechanism of home-school-community

collaboration during the compulsory education stage,

we can create a good social participation platform for

parents from different levels. In terms of Social Trust,

Social Trust is one of the prerequisites for the

formation of social capital (Zhang 2022). In the

process of building the community, parents can

cooperate with the school and social education

platform to establish a solid trust relationship, and

finally enhance the level of trust in the “Double

reduction” policy (Lu 2022). In terms of mutual

benefit, in order to enhance the quality of education

and teaching in schools, and to protect the basic rights

and interests of students, parents and parents, parents

and schools, parents and society should cooperate

with each other to urge the implementation of the

“Double reduction” policy to effectively reduce the

pressure of children's academic. (Li 2022, Zhang

2022) to sum up, the “Double-reduction” policy for

the parents of students to enhance the capital content.

The second hypothesis is that the policy of

“Double reduction” can improve the social capital of

parents.

2.1.3 The Accumulation of Social Capital

Contributes to the Improvement of the

Satisfaction of Parents of Students in

Ethnic Minority Areas

Social capital is an important social resource, which

can improve the satisfaction of parents in ethnic

areas. According to the different subjects connected

by social capital, we can divide the ways of

improving the satisfaction of students' parents into

three basic types. The first line of thinking is that

parents transmit educational expectations to their

children through a network of relationships within the

family (Xie 2017). The second way of thinking is that

social communication between parents and schools

can promote parents' understanding of schools and

teachers, and thus improve the satisfaction of

students' parents (Chu 2021, Zhou 2006). The third

approach concerns the role of social networks within

communities (Teachman 1997).

Based on this, this paper proposes hypothesis 3:

social capital helps to improve the satisfaction of

parents in ethnic areas.

Further, we propose hypothesis 4: social capital

mediates the effect of “Double-reduction” policy on

parents' satisfaction in ethnic areas.

3 RESEARCH DESIGN

3.1 Theoretical Model

Through the mathematical theory of the above

literature, according to the research purposes, a

theoretical model is put forward. Based on the above

literature review and research purposes, a multiple

Can the Implementation of the â

AIJDouble Reductionâ

I Policy Improve the Satisfaction of Parents of Students at the Compulsory

Education Stage in Ethnic Minority Areas? Analysis of Intermediary Effect Based on Social Capital

615

linear regression model is proposed:

Y= β

+ β

+···+ β

+ ε (1)

Among them, β

,β

, ···,β

is P unknowns, called

regression coefficient. Y is called dependent variable

(interpreted variable), while x

, x

, ··· , x

are p

general variables that can be accurately measured and

controlled, called independent variable (interpreted

variable). Formula (1) is called multivariate linear

regression model, ε is random error term, we often

assume the random error term

E(ε)=0 (2)

VA R ( ε ) = R

E(y)= β

+ β

+···+ β

+ ε (3)

is called a theoretical regression model.

On the basis of controlling the demographic and

socioeconomic variables, the influence mechanism of

"Double-reduction" policy and parents' satisfaction

(hypothesis 1), "Double-reduction" policy and social

capital (hypothesis 2), social capital and parents'

satisfaction (hypothesis 3) were analyzed.

Figure 1: Research theory diagram.

3.2 Sample Selection and Data Sources

This paper selected Sanzhou area in Sichuan province

as a typical case to carry out a questionnaire survey,

questionnaires were distributed to the parents of

students at the primary, junior and senior secondary

levels in 37 counties where Ganzi Tibetan

Autonomous Prefecture, Aba Tibetan and Qiang

Autonomous Prefecture, Liangshan Yi Autonomous

Prefecture ethnic minorities live through on-the-spot

research and online distribution. In this paper, 13658

valid samples were finally analyzed.

4 DATA RESULTS AND

ANALYSIS

4.1 The Relationship Between the

“Double Reduction” Policy, Social

Capital and Parents' Satisfaction

In this study, standardized mean scores were used to

measure the “Average parent satisfaction score,”

Cronbach's α coefficient of the scale was 0.967, and

the KMO of the whole data was 0.974 by exploratory

factor analysis, which indicated that the scale had

good reliability and validity.

After the primary analysis of the main variables,

the study hypotheses were tested one by one using

OLS multiple linear regression. The results of all the

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regression model tests show that the VIF values of all

independent and control variables are between 1 and

3, indicating that there is no Multicollinearity

problem between these variables.

4.1.1 The Effect of “Double Reduction”

Policy on Parents' Satisfaction

According to Table 1, the satisfaction of parents after

the implementation of the "Double reduction" policy

was 6.16, 7.45, 6.79, 7.65 and 7.62 units higher than

that before the implementation of the "Double

reduction" policy. This fully shows that the

implementation of the "Double reduction" policy can

indeed improve the satisfaction of parents of students

in the compulsory education stage in ethnic minority

areas. Hypothesis 1 has been verified.

Table 1 Analysis results of the impact of “Double reduction” policy on parents' satisfaction in ethnic minority areas.

variable

M1 M2 M3 M4 M5

Y1 Y2 Y3 Y4 Y5

Policy 6.16*** 7.45*** 6.79*** 7.65*** 7.62***

Gender (1) 1.74* 1.77* 1.75* 1.81* 1.81*

Age -0.58 -0.54 -0.57 -0.48 -0.56

Edu

4.92

***

5.00*** 5.13*** 5.06*** 5.14***

Marriage -0.31 -0.33 -0.26 -0.26 -0.24

Work 1.41 1.40 1.42 1.41 1.39

Income 4.27*** 4.28*** 4.25*** 4.25*** 4.22

Gender (2) -1.03 -1.01 -1.01 -1.00 -1.01

Only child 25.87*** 25.83*** 25.96*** 25.86*** 25.89***

Boarding system -11.72*** -11.66*** -11.66* -11.61*** -11.65***

Left-behind -47.17*** -47.18*** -47.10*** -47.16*** -47.19***

Healthy 44.28*** 44.18*** 44.19*** 44.22*** 44.16***

Constant 32.04*** 32.36*** 31.94*** 32.65*** 32.09***

Sample 13654 13654 13654 13654 13654

0.896 0.897 0.896 0.896 0.897

Note: * * * represents P<0.001, * * represents P<0.05, and * represents P<0.1.

4.1.2 The Impact of the “Double Reduction”

Policy on Social Capital

As shown in Figure 1, The social capital of parents

after the implementation of the “Double reduction”

policy was 1.98 higher than that before the

implementation of the “Double reduction” policy.

This shows that the implementation of the “Double

reduction” policy can improve the social capital

content of the parents of students in the compulsory

education stage in ethnic areas. Hypothesis 2 has been

verified.

Table 2 Analysis Results of the Impact of the "Double

Reduction" Policy on Social Capital.

variable

Social capital

Policy 6.88***

Gender (1) 2.95**

Age -2.95**

Edu 4.51***

Marriage 2.27*

Work 4.12***

Income 4.62***

Gender(2) -1.56

Only child 27.42***

Boarding system -13.44***

Left-behind -113.58***

Healthy 2.56**

Constant 85.83***

Sample 13654

0.8340

Note: * * * represents P<0.001, * * represents P<0.05, and

* represents P<0.1.

Can the Implementation of the â

AIJDouble Reductionâ

I Policy Improve the Satisfaction of Parents of Students at the Compulsory

Education Stage in Ethnic Minority Areas? Analysis of Intermediary Effect Based on Social Capital

617

4.1.3 The Effect of Social Capital on

Parents' Satisfaction

According to Table 3, Social capital has a significant

positive effect on all dimensions of parents'

satisfaction. To be specific: for every unit increase in

social capital, the scores of the five dimensions

increased by 14.90,15.16,14.41,14.54,15.10 units

respectively in the compulsory education stage of

ethnic minority areas. To sum up, social capital can

help to improve the satisfaction of parents of

compulsory education students in ethnic areas,

hypothesis 3 is verified.

Table 3 Analysis Results of the Impact of Social Capital on Parents' Satisfaction in Ethnic Areas.

variable

M7 M8 M9 M10 M11

Y1 Y2 Y3 Y4 Y5

Social capital 14.90*** 15.16*** 14.41*** 14.54*** 15.10***

Gender (1) -8.59*** -8.48*** -8.59*** -8.44*** -8.42***

Age 3.55*** 3.71*** 3.69*** 3.84*** 3.72***

Edu 16.52*** 16.76*** 16.95*** 16.78*** 16.94***

Marriage

3.53

***

3.58

***

3.64

***

3.70

***

3.75

***

Work -4.74*** -4.77*** -4.64*** -4.72*** -4.70***

Income

3.24

3.21

3.17

3.21

3.15

Gender

(

)

0.78 0.87 0.83 0.95 0.91

Only child -3.21** -3.30** -3.06** -3.31** -3.24**

Boarding system -2.14** -1.99** -1.99** -1.90* -1.98**

Left-behind 10.55*** 10.74*** 10.81*** 10.91*** 10.62***

Healthy 10.23*** 10.12*** 10.19*** 10.28*** 10.11***

Constant -16.72*** -16.73*** -16.40*** -16.18*** -16.63***

Sample 13654 13654 13654 13654 13654

0.0694 0.0693 0.0675 0.0668 0.0683

Note: * * * represents P<0.001, * * represents P<0.05, and * represents P<0.1.

4.2 The Mediating Effect of Social

Capital in the Effect of “Double-

Reduction” Policy on Parents'

Satisfaction

This paper chooses structural equation model to

further analyze the intermediary effect of social

capital in the impact of “Double reduction” policy on

parental satisfaction. The analysis results are shown

in Table 4.

The coefficients of the indirect effects of the five

dimensions of parents' satisfaction were all

significant at the 1% level, the indirect effects of the

five dependent variables were 36.4%, 17.8%, 36.4%,

12.9%, 36.4% respectively. This suggests that social

capital does have a significant mediating effect

between the “Double reduction” policy and parental

satisfaction at the compulsory education stage in

ethnic minority areas.

Table 4 Analysis results of intermediary effect of social

capital.

dependent variable

Y1 Y2 Y3 Y4 Y5

Total

0.022*

0.045*

0.022

0.062*

0.022

Direct -0.014

0.053*

0.030*

0.070*

0.030

Indirect

0.008*

0.008

Proporti

on of

indirect

36.4 17.8 36.4 12.9 36.4

Note: * * * represents P<0.001, * * represents P<0.05, and

* represents P<0.1.

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5 CONCLUSION

As an important part of the compulsory education

reform, the “Double reduction” policy is an effective

means to enhance the satisfaction of parents of

students in ethnic minority areas at the compulsory

education stage. The main conclusions of this study

are as follows:

(1) the satisfaction of parents of compulsory

education students in ethnic areas is generally high;

But there are group differences: Middle aged, college

educated, married, non fixed occupation, non only

child families, girls as children, non boarding

children, non left behind children, and very healthy

children have higher parental satisfaction.

(2) the implementation of the “Double reduction”

policy can significantly improve the satisfaction of

parents of compulsory education students in ethnic

minority areas. Through OLS regression, it is found

that after adding control variables, the “Double

reduction” policy has a very significant effect on the

improvement of parental satisfaction, and the five

dimensions of parental satisfaction and the OLS

coefficient of the average score of parental

satisfaction are all positive significant. This shows

that the implementation of the “Double reduction”

policy is an effective means to improve the

satisfaction of students' parents at the compulsory

education stage in ethnic areas.

The implementation of the “Double reduction”

policy can improve the social capital of parental

satisfaction, and the social capital can significantly

improve parental satisfaction. The results of

structural equation model intermediary effect

analysis show that when the “Double reduction”

policy improves parental satisfaction, the indirect

effect of social capital is significant at the level of 1%,

indicating that it is an important intermediary variable

in the relationship between the two.

Based on the above conclusions, in the policy

aspect, it is suggested that: continue to promote the

implementation of the “Double reduction” policy in

ethnic minority areas, using the “Double reduction”

policy as an important means to enhance the

satisfaction of parents of students at the compulsory

education stage in ethnic minority areas, and making

use of the home-school-community coordination

mechanism to further clarify the responsibilities of

home-school education and foster closer home-

school communication, to enhance the enthusiasm of

parents for social participation, Foster Social Trust,

mutual benefit, harmonious and mutually supportive

social relations, and increase the social capital of

parents of students at the compulsory education stage

in ethnic minority areas, to further enhance the

satisfaction of parents.

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Can the Implementation of the â

AIJDouble Reductionâ

I Policy Improve the Satisfaction of Parents of Students at the Compulsory

Education Stage in Ethnic Minority Areas? Analysis of Intermediary Effect Based on Social Capital

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