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Parents’ Educational Anxiety Under the “Double Reduction” Policy Based on the Family and Students’ Personal Factors
9 references·4 citing·53 second hop
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References

  • 2005The Influence of Parent Education and Family Income on Child Achievement: The Indirect Role of Parental Expectations and the Home Environment.2,465 cited
  • 2019The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis384 cited
  • 2021The Role of Parent Educational Attainment in Parenting and Children’s Development314 cited
  • 2011Fatigue, wellbeing and parental self-efficacy in mothers of children with an Autism Spectrum Disorder314 cited
  • 2019Parental Educational Expectations and Academic Achievement in Children and Adolescents—a Meta-analysis283 cited
  • 2019Socio-economic status and academic performance in higher education: A systematic review268 cited
  • 2022Perceived Organizational Support and Career Satisfaction among Chinese Teachers: The Mediation Effects of Job Crafting and Work Engagement during COVID-19138 cited
  • 2020Pathways from socioeconomic status to early academic achievement: The role of specific executive functions134 cited
  • 2020The influence of family background on educational expectations: a comparative study112 cited

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  • 2023The Impact and Future of the Implementation of ‘Double Reduction’ policy14 cited
  • 2023Analysis of the impact of the “double reduction” policy on the educational processes of Chinese students studying in Europe12 cited
  • 2023The double reduction policy and education development in China12 cited
  • 2024

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Parental Recognition of Double Reduction Policy,Family Economic Status And Educational Anxiety: Exploring the Mediating Influence of Educational Technology Substitutive Resource
12 cited