教育是国之大计，党之大计。习近平总书记明确指出教育在民族振兴和社会进步中的关键地位。然而，中国长期存在基础教育领域学生学业负担过重的问题，这成为社会关注的焦点。为此，中央深改委于2021年7月发布了《关于减轻义务教育阶段学生作业和校外培训负担的意见》，旨在通过一系列措施减轻学生负担，并规范校外培训行为。然而，学业负担对中小学生的身心健康带来负面影响，同时也影响了家长的工作和生活。本研究旨在探讨双减政策下学业负担与中小学生心理健康的关系，并分析家庭教养方式在政策实施中的作用，以期为教育政策的评估提供参考，促进学生健康成长。

本研究通过调节网络模型和交叉滞后面板网络模型，深入探讨了中小学生课业负担与心理健康之间的关系，并考察了家庭教养方式在其中的调节作用。本研究从横截面和纵向两个时间维度展开，研究一采用调节网络模型 (Moderated Network Model, MNM) 来研究横截面数据，以探讨中小学生课业负担与心理健康之间的关系，以及家庭教养方式在其中的交互影响作用。研究二选用交叉滞后面板网络模型 (Cross-Lagged Network Model, CLPN)，结合时间维度，探究课业压力减轻对中小学生心理健康的影响。

研究一发现，课业负担与心理健康存在显著相关性，且网络学习模式和辅导班参与可能对心理健康产生不利影响。此外，父母在孩子的教育规划中扮演重要角色，父母教养方式与孩子的在校内外学习表现及教育期望之间存在显著的相关性。父母和子女对于未来受教育程度的共同期望，可能相互影响。但其教养方式对课业负担和心理健康的调节效应不显著。

研究二发现，心理健康水平对未来心理健康具有显著影响，尤其是心理孤独感在影响心理健康方面的作用突出；课业负担对心理健康有重要预测作用，学校辅导活动对心理孤独感有负面影响，而才艺培养活动对睡眠质量有积极效应；自回归效应显示，诸如周末学习时间、周末睡眠时间、教育存钱和每周辅导作业时长等变量存在惯性思维和坚持意愿，需引起关注；学生才艺培养活动参与是对其他症状影响最显著的因素，而情绪低落、觉得做任何事都很费劲、每周辅导作业时长以及感到难过等心理健康症状在网络中也具有重要地位，需要引起关注。

Education is the great cause of the nation and the party. General Secretary Xi Jinping has clearly pointed out the crucial position of education in national rejuvenation and social progress. However, China has long faced the problem of excessive academic burdens on students in the field of basic education, which has become a focus of social concern. To address this issue, the Central Committee for Comprehensive Deepening of Reforms issued the "Opinions on Reducing the Academic Burden and Extracurricular Training Burden of Compulsory Education Stage Students" in July 2021, aiming to alleviate students' burdens through a series of measures and regulate extracurricular training activities. However, academic burdens have negatively impacted the physical and mental health of primary and secondary school students, as well as affecting the work and lives of parents. This study aims to explore the relationship between academic burden and the psychological health of primary and secondary school students under the "double reduction" policy and analyze the role of parenting styles in policy implementation, with the hope of providing reference for the evaluation of education policies and promoting the healthy growth of students.

This study employs adjusted network models and cross-lagged panel network models to delve into the relationship between academic burden and psychological health among primary and secondary school students and examines the moderating role of parenting styles. The study unfolds from two time dimensions: cross-sectional and longitudinal. Study one utilizes the Moderated Network Model (MNM) to explore the relationship between academic burden and psychological health among primary and secondary school students and the interactive effects of parenting styles therein. Study two employs the Cross-Lagged Panel Network Model (CLPN) to examine the impact of reducing academic pressure on the psychological health of primary and secondary school students, combining the time dimension.

Study one found a significant correlation between academic burden and psychological health, with online learning and participation in coaching classes potentially having adverse effects on psychological health. Furthermore, parents play an important role in their children's educational planning, and there is a significant correlation between parenting styles and children's academic performance and educational expectations both inside and outside of school. The mutual expectations of parents and children for future educational attainment may influence each other. However, the moderating effects of parenting styles on academic burden and psychological health were not significant.

Study two found that the level of psychological health has a significant impact on future psychological health, especially with regard to the prominent role of feelings of psychological loneliness. Academic burden has an important predictive role in psychological health, with school counseling activities negatively affecting feelings of psychological loneliness, while talent development activities have a positive effect on sleep quality. Autoregressive effects show that variables such as weekend study time, weekend sleep time, saving for education, and weekly homework coaching duration exhibit inertia thinking and persistence intentions, warranting attention. Participation in talent development activities by students is the most significant factor influencing other symptoms, while psychological health symptoms such as feeling depressed, feeling exhausted from doing anything, weekly homework coaching duration, and feeling sad also hold important positions in the network and require attention.