为促进双减政策和《家庭教育促进法》落地、进一步缓解家长教育焦虑，研究者们还需深入探究家长教育焦虑的内涵和生成机制。然而当前研究中家长教育焦虑的内涵不清楚，生成机制缺乏实证证据，已有可参考的测量工具在编制基础和过程中存在不足，因此，本研究首先从焦虑源出发编制适用于我国中小学家长的教育焦虑量表，并进行更完善细致的信效度检验。其次，父母焦虑和青少年成瘾行为之间的关系能否适用于家长教育焦虑和手机等电子产品成瘾的关系中，还有待探究。并且，少有研究结合父母水平、亲子水平和个体水平多层面的因素分析对手机等电子产品成瘾的影响，对于父母心理控制和青少年无法忍受不确定性在家长教育焦虑和青少年手机等电子产品成瘾之间的中介作用还需要研究的探讨。因此，本研究分为中小学家长教育教育焦虑的量表编制和家长教育焦虑对青少年手机等电子产品成瘾的影响机制两个子研究，研究过程与结果如下：

研究一结合理论基础和前期对35位中小学家长的访谈，从焦虑源的角度提出家长教育焦虑的操作性定义，以此编制量表，并根据42位中小学家长的问卷预测和11位心理学和家庭教育领域专家的内容评价进行删改和补充，生成初始量表32题。通过方便抽样对北京、四川等地小学、初中共756名家长测查32题的家长教育焦虑初始量表。将此样本随机分为两个等半样本，样本1用于进行项目分析、探索性因素分析，样本2用于进行验证性因素分析、测量等值、效标关联效度和信度检验。4周后对其中145位家长进行重测，记为样本3，用于计算重测信度。此外，对深圳688位家长施测家长教育焦虑量表和教养压力量表，记为样本4，用于进行区分效度检验。结果发现，初始量表经过项目分析、探索性因素分析，最终留下19题，包括学业焦虑、环境焦虑和效能焦虑3个维度。验证性因素分析结果显示模型拟合良好，χ²/df=2.871，RMSEA=0.070，CFI=0.933，TLI=0.923，SRMR=0.046，各题在所属因子上的载荷为0.479～0.849。家长教育焦虑量表具有跨学段的测量等值性。量表总分和效标问卷（焦虑自评量表）总分呈正相关（r=0.559，p＜0.01），各因子得分和焦虑自评量表总分均呈正相关（r=0.427～0.564，p＜0.01）；量表总分与效标问卷（父母养育倦怠量表）总分呈正相关（r=0.589，p＜0.01），各因子得分和父母养育倦怠量表总分均呈正相关（r=0.449～0.601，p＜0.01）。总量表的Cronbach’s α为0.938，各因子的Cronbach’s α为0.726～0.921；总量表的分半信度为0.873，各因子的分半信度为0.763～0.891，总量表的重测信度为0.768，各因子的重测信度为0.540~0.777。且本研究编制的家长教育焦虑量表与教养压力量表具有良好的区分效度。

研究二以深圳、东莞三所中学共1088对学生及其家长为研究对象，施测家长教育焦虑、父母心理控制、青少年无法忍受不确定性和手机等电子产品成瘾对应的量表，调查各变量现状，并构建一个链式中介模型，探究家长教育焦虑对青少年手机等电子产品成瘾的影响，并检验父母心理控制和青少年无法忍受不确定性在其中的中介作用。结果发现，链式中介模型拟合良好，χ²/df=3.277，RMSEA=0.046，CFI=0.984，TLI=0. 974，SRMR=0. 027，父母心理控制在家长教育焦虑与青少年手机等电子产品成瘾之间起到部分中介作用，父母心理控制与青少年无法忍受不确定性在家长教育焦虑与青少年手机等电子产品成瘾之间起到部分中介作用，但青少年无法忍受不确定性的中介效应不显著。

综上所述，本研究编制了中小学家长教育焦虑量表，共19题，包括学业焦虑、环境焦虑和效能焦虑3个维度，具有良好的信效度和跨学段的测量等值性；父母心理控制在家长教育焦虑与青少年手机等电子产品成瘾之间起到部分中介作用，父母心理控制与青少年无法忍受不确定性在家长教育焦虑与青少年手机等电子产品成瘾之间起到部分中介作用，但青少年无法忍受不确定性的中介效应不显著。

In order to promote the implementation of the double reduction policy and the "Family Education Promotion Law" and further alleviate parental education anxiety, researchers need to deeply explore the connotation and generation mechanism of parental education anxiety. However, the connotation of parental education anxiety is unclear, the generation mechanism lacks empirical evidence, and there is no measurement tool compiled from the perspective of anxiety sources. Therefore, this study first compiled an education anxiety scale suitable for primary and junior high school parents in China from the perspective of anxiety sources, and conducted a more complete and detailed reliability and validity test. Secondly, whether the conclusions about the relationship between parental anxiety and adolescent addictive behaviors can be applied to the relationship between parental education anxiety and adolescent phone and tablet addiction remains to be explored. Moreover, few studies have analyzed the influence of multi-level factors of parental, parent-child, and individual levels on adolescent phone and tablet addiction. For the mediating role of parental psychological control and adolescent intolerance of uncertainty between parental education anxiety and adolescent phone and tablet addiction still needs to be explored. Therefore, this study includes two sub-studies, the development of the parental education anxiety scale for parents of primary and junior high school students, and the influence mechanism of parental education anxiety on adolescents’ phone and tablet addiction. The research process and results are as follows:

 Study 1 Combining the theoretical basis and interviews with 35 parents of primary and junior high school students, put forward an operational definition of parental education anxiety from the perspective of anxiety sources, then compiled the scale, and revised and supplemented the scale based on the pre-test of 42 parents of primary and secondary school students and the content evaluations of 11 experts in the field of psychology and family education to generate an initial scale of 32 items. 756 parents of primary and junior high school students in Beijing, Sichuan and other places were tested and randomly divided into two samples. Sample 1 was used for item analysis and exploratory factor analysis, and sample 2 was used for confirmatory factor analysis, measurement invariance, criterion-related validity and reliability tests. After 4 weeks, 145 of the parents were retested, recorded as sample 3, and used for calculating the test-retest reliability. In addition, 688 parents in Shenzhen filled out the Parental Education Anxiety Scale and Parenting Stress Inventory, which was recorded as sample 4 to test the discriminant validity between the two scales. Results showed that after item analysis and exploratory factor analysis, 19 questions were left, including 3 dimensions of academic anxiety, environmental anxiety and efficacy anxiety. Confirmatory factor analysis results showed that the model fit well, χ²/df=2.871, RMSEA=0.070, CFI=0.933, TLI=0.923, SRMR=0.046, the loading of each item on the factor is 0.479 to 0.849. The scale showed complete measurement invariance between primary school and junior high school. The total score of the scale was positively correlated with the total score of the criterion scale (Self-rating Anxiety Scale) (r=0.559, p<0.01), and the scores of each factor were positively correlated with the total score of the Self-rating Anxiety Scale (r=0.427-0.564, p<0.01). The total score of the scale was positively correlated with the total score of the criterion scale (Parental Burnout Assessment) (r=0.589, p<0.01), and the scores of each factor were positively correlated with the total score of the Parental Burnout Assessment (r=0.449-0.601, p < 0.01). The Cronbach’s α of the total scale was 0.938, and the Cronbach’s α of each factor was 0.726-0.921. The split-half reliability of the total scale was 0.873, and the split-half reliability of each factor was 0.763-0.891. The test-retest reliability of the total scale was 0.768, and the test-retest reliability of each factor was 0.540-0.777. And the parental education anxiety scale and parenting stress inventory had good discriminant validity.

Study 2 surveyed a total of 1088 pairs of students and their parents in three middle schools in Shenzhen and Guangdong, measured the scales corresponding to parental education anxiety, parental psychological control, adolescents' intolerance of uncertainty, phone and tablet addiction, to investigate the status of each variable, and constructed a chain mediation model to explore the influence of parental education anxiety on adolescents’ phone and tablet addiction, and examine the mediating role of parental psychological control and adolescents’ intolerance of uncertainty. Results showed that the chain mediation model fit well, χ²/df=3.277, RMSEA=0.046, CFI=0.984, TLI=0.974, SRMR=0.027, parental psychological control played a partial mediating role between parental education anxiety and adolescents’ phone and tablet addiction, parental psychological control and adolescent intolerance of uncertainty played a partial mediating role between parental education anxiety and adolescents’ phone and tablet addiction, but the mediating effect of adolescent intolerance of uncertainty was not significant.

To sum up, this study developed parental education anxiety scale for parents of primary and junior high school students, with a total of 19 items, including three dimensions of academic anxiety, environmental anxiety and efficacy anxiety, with good reliability, validity and measurement invariance between primary school and junior high school; And this study investigated parental education anxiety, parental psychological control, adolescent intolerance of uncertainty and their phone and tablet addiction. The results found that these variables differed in some demographic variables, and parental psychological control played a partial mediating role between parental education anxiety and adolescents’ phone and tablet addiction, parental psychological control and adolescent intolerance of uncertainty played a partial mediating role between parental education anxiety and adolescents’ phone and tablet addiction, but the mediating effect of adolescent intolerance of uncertainty was not significant.