“双减”政策于2021年7月正式颁布，政策要求学校减轻学生的作业负担，严格控制作业时长，提高课后服务的质量，加强对校外培训机构的监管。在此之前，我国也已经出台了多项减负政策，但是 “双减”政策的内容之丰富以及社会影响力之广泛都是前所未有的，因此，中学生在“双减”实施之后所受的影响究竟如何是十分具有研究价值的。

本文从学生的人口统计学特征、成绩、升学压力、政策感知、主观幸福感等多个维度进行设计测量的工具，最终收集到654份有效问卷。通过统计分析得出以下发现：农村的中学生参与课后服务的比例要低于城市的中学生，课后服务中选择课业辅导的学生占了绝大多数且随着年级的增长该比例会增大，课后服务的减负效果一般；在日均学校布置作业时长上，仍有47.86%的样本超过了国家规定的90分钟，而在校外作业时长上，年级会显著影响家长布置的作业时长；在成绩排名上，本文采用有序Logistic回归模型得出学习动机的不同会显著影响“双减”政策前后的成绩变化，教师教学因素以及前途和升学因素也会显著影响“双减”政策前后的成绩变化，课后服务的参与情况则不会显著影响成绩变化；在主观幸福感上，采用逐步回归与分位数回归的方法得出了课后服务的参与情况对于生活满意度会有显著影响，且通过中介作用分析发现参与了课业辅导的学生主要是通过中介变量教师教学因素来影响生活满意度的；本文分析了中学生的政策感知情况，其中对“双减”政策感到满意的占比为36%，而认为“双减”政策起到了减负作用的占比为28%。

以上结论表明，目前课后服务的实施仍有进步空间，尤其是课业辅导外其他类型课后服务的质量方面仍可提升。在作业时长上，政策实施的效果较差，中学生的作业负担较重这个问题仍需持续关注，只有真正落实到作业时长的减少才能让学生切实感受到减负的效果。“双减”政策后部分学生的主观幸福感较差，政策需要更多的关注学生的心理情况。过往的减负政策效果不尽如人意，而本次“双减”政策目前已经取得了初步的成果，课外培训机构已经得到了很好的抑制，而在作业时长，课后服务等方面仍有很长的路要走。

The "Double Reduction" policy was officially issued in July 2021, requiring schools to reduce students' homework burden, strictly control homework hours, improve the quality of after-school services, and strengthen supervision of off campus training institutions. Prior to this, China had already introduced multiple burden reduction policies, but the richness of the content and wide social influence of the "double reduction" policy were unprecedented. Therefore, it is of great research value to determine how high school students will be affected after the implementation of the "double reduction" policy.

This article designs a measurement tool from multiple dimensions such as students' demographic characteristics, grades, academic pressure, policy perception, and subjective well-being, and ultimately collects 654 valid questionnaires. Through statistical analysis, it is found that the proportion of rural middle school students participating in after-school services is lower than that of urban middle school students. The vast majority of students choose homework guidance in after-school services, and this proportion will increase with grade growth. The burden reduction effect of after-school services is average; 47.86% of the samples still exceed the national standard of 90 minutes in terms of daily homework hours assigned by schools, while in terms of off campus homework hours, grade significantly affects the homework hours assigned by parents; In terms of academic performance ranking, this article uses an ordered logistic regression model to conclude that differences in learning motivation significantly affect the changes in academic performance before and after the "double reduction" policy. Teacher teaching factors, as well as factors such as future and further education, also significantly affect the changes in academic performance before and after the "double reduction" policy. However, the participation of after-school services does not significantly affect the changes in academic performance; In terms of subjective well-being, the method of stepwise regression and quantile regression shows that the participation in after-school services will have a significant impact on life satisfaction, and through mediation analysis, it is found that students who participate in academic counseling mainly affect life satisfaction through the mediating variable teacher teaching factors; This article analyzed the policy perception of middle school students, with 36% satisfied with the "double reduction" policy, while 28% believed that the "double reduction" policy had a negative impact.

The above conclusions indicate that there is still room for improvement in the implementation of after-school services, especially in terms of the quality of other types of after-school services besides academic tutoring. In terms of homework duration, the effectiveness of policy implementation is poor, and the problem of heavy homework burden for middle school students still needs to be continuously addressed. Only by truly reducing homework duration can students truly feel the effect of reducing their workload. After the "double reduction" policy, some students' subjective well-being is poor, and the policy needs to pay more attention to the psychological situation of students. The effectiveness of previous burden reduction policies has not been satisfactory, but the current "double reduction" policy has achieved preliminary results, and extracurricular training institutions have been well suppressed. However, there is still a long way to go in terms of homework hours and after-school services.