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An Investigation on the Academic Burden of Chinese Students Ranging from Primary Schools to Universities Based on a Word Association Test in Guangdong Province

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  • Ruixiang Gao

    (Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, China
    School of Psychology, South China Normal University, Guangzhou 510631, China)

  • Tingxin He

    (Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, China
    School of Psychology, South China Normal University, Guangzhou 510631, China)

  • Yu Liao

    (Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, China
    School of Psychology, South China Normal University, Guangzhou 510631, China)

  • Xiaoqin Liu

    (School of Foreign Studies, South China Normal University, Guangzhou 510631, China)

  • Yinqing Fan

    (Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, China
    School of Psychology, South China Normal University, Guangzhou 510631, China
    Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai 200030, China)

  • Yingting Su

    (School of Mathematics (Zhuhai), Sun Yat-sen University, Zhuhai 519080, China)

  • Huang Zuo

    (Teacher Education and Teacher Development Evaluation Research Center of Guangdong-Hong Kong-Macao Greater Bay Area, College of Teacher Education, South China Normal University, Guangzhou 510631, China)

  • Lei Mo

    (Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, China
    School of Psychology, South China Normal University, Guangzhou 510631, China)

Abstract

China’s basic education and higher education are currently facing policies aimed at reducing and increasing the academic burden, respectively. In this context, we first review and assess the methods of measuring students’ academic burden and then apply the implicit association test for the first time to the academic burden of Chinese students from primary school to university under a unified framework. The results demonstrates that students’ academic burden increases with the school stage, and thus university students face a greater burden than primary and high school students, and that learning attitude fully mediates the relationship between objective and subjective views of academic burden. These results suggest the three policy approaches of implementing a management system for classifying academic burden, considering how to improve students’ learning quality, and developing their mental health education, thus providing a reference and inspiration for research and practice in the field of academic burden.

Suggested Citation

  • Ruixiang Gao & Tingxin He & Yu Liao & Xiaoqin Liu & Yinqing Fan & Yingting Su & Huang Zuo & Lei Mo, 2022. "An Investigation on the Academic Burden of Chinese Students Ranging from Primary Schools to Universities Based on a Word Association Test in Guangdong Province," IJERPH, MDPI, vol. 19(4), pages 1-16, February.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:4:p:2481-:d:754791
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    References listed on IDEAS

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    1. Wang Liu & Lili Tian & E. Scott Huebner & Xiaoting Zheng & Zhaorong Li, 2015. "Preliminary Development of the Elementary School Students’ Subjective Well-Being in School Scale," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 120(3), pages 917-937, February.
    2. Ruixiang Gao & Jiayin Zhang & Yirao Liu & Jielin Zeng & Danying Wu & Xiaoxiao Huang & Xiaoqing Liu & Lei Mo & Zehui Zhan & Huang Zuo, 2022. "A Sustainability Lens on the Paradox of Chinese Learners: Four Studies on Chinese Students’ Learning Concepts under Li’s “Virtue–Mind” Framework," Sustainability, MDPI, vol. 14(6), pages 1-23, March.
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    Cited by:

    1. Jian Li & Eryong Xue & Chang Liu & Xingcheng Li, 2023. "Integrated macro and micro analyses of student burden reduction policies in China: call for a collaborative “family–school–society” model," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-10, December.
    2. Yushi Mai & Xitong Huang & Yingting Su & Ruixiang Gao & Lei Mo, 2022. "Achievement Emotions in Selective Schools: Reexamining the Happy-Fish-Little-Pond Effect in an Extreme Case from the Chinese Collectivist Context," IJERPH, MDPI, vol. 19(22), pages 1-15, November.

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