A Study On The Effect Of Family Upbringing Styles On The Academic Burden Of Primary School Seniors

The problem of excessive academic burden on primary and secondary school students is a comprehensive problem involving schools,families and society.The family's intervention on children's academic burden reflects the difference in family upbringing.How different family upbringing styles affect the students' academic burden is a matter for further study.This study lays the foundation for the division of family upbringing styles and academic burden dimensions,the selection of indicators and the construction of its impact model through the literature method.The researcher conducted a field survey of three schools in S City which were based on the school level,through the "Questionnaire on the Impact of Family Upbringing Styles on the Academic Burden of Primary School Seniors" and interview some students and parents.Based on the survey data,the differences in gender,school level,one-child situation,academic performance and family socioeconomic status were compared.According to the scores of family education expectation and family education participation,the sample households were investigated by cluster analysis.There are four types of family upbringing styles: authoritative,authoritarian,laissez-faire and neglected,and a model of the relationship between family upbringing styles and academic burden is constructed to investigate whether there are significant differences in the academic burden of children in the four types of family upbringing styles.On this basis,in order to further explore the mechanism of family upbringing styles on students' academic burden,the relationship between family education expectations,family education participation and students' academic burden was analyzed,and the impact model of family education expectations and family education participation on students' academic burden was constructed.The impact model tests whether there is an intermediary effect of family education participation in the model of the impact of family education expectations on academic burden,and explores whether there are moderating effects of gender,only child situation,academic performance,school level and family socioeconomic status in the research model.Through the analysis of survey data and the combination of interview records,this study mainly found as follows.First,there are significant differences in the academic burden ofchildren of different types of family upbringing style,and the children's academic burden of the four types of family upbringing style is authoritative,from light to heavy,laissez-faire,neglected,and authoritarian.Second,family education expectations and family education participation are significantly negatively correlated with academic burden.Family education expectations are significantly positively correlated with family education participation,and family education participation affects family education expectations on academic burden.The model has an intermediary effect.Third,although there are significant differences in the academic burden of students at different school levels,with different academic achievements,with different family socioeconomic status,and only children and non-only children.When these variables are added to this research model,the explanation has little significance and the adjustment effect is weak.Based on the research conclusions,through analysis of the causes,it was found that the fierce competition for entering the school for younger children,deviations in the implementation of school load reduction policies,improper family intervention in children's academics,and weak students' awareness of independent development are the main causes of the excessive academic burden on students in the basic education stage.And researcher proposed improvements: institutionalization of children's competition for entering a higher school,scientific implementation of burden-reduction policies in schools,appropriate intervention of children's schooling by families and cultivation of students' awareness of independent development.