ESP-4421

Published

2025-12-29

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Vol. 10 No. 12 (2025): Publishing

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Research Articles

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Copyright (c) 2025 Yuanli Qi* , Aida Hanim A. Hamid , Mohamed Yusoff Mohd Nor

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How to Cite

Yuanli Qi, Aida Hanim A. Hamid, & Mohamed Yusoff Mohd Nor. (2025). Enhancing the implementation effectiveness of the "Double reduction" policy from a social-psychological perspective: Optimization of basic education policy implementation pathways and construction of evaluation mechanisms. Environment and Social Psychology, 10(12), ESP-4421. https://doi.org/10.59429/esp.v10i12.4421

Enhancing the implementation effectiveness of the "Double reduction" policy from a social-psychological perspective: Optimization of basic education policy implementation pathways and construction of evaluation mechanisms

Yuanli Qi

Faculty Of Education,Universiti Kebangsaan Malaysia, 43600, Bangi, Selangor, Malaysia

Aida Hanim A. Hamid

Faculty Of Education,Universiti Kebangsaan Malaysia, 43600, Bangi, Selangor, Malaysia

Mohamed Yusoff Mohd Nor

Faculty Of Education,Universiti Kebangsaan Malaysia, 43600, Bangi, Selangor, Malaysia


DOI: https://doi.org/10.59429/esp.v10i12.4421


Keywords: double reduction policy; social psychology; policy implementation; implementation resistance; social support; evaluation mechanism

Abstract

The "Double Reduction" policy represents a major reform initiative in basic education. Its effective implementation faces complex social-psychological challenges. This study adopts a social-psychological perspective. We employ mixed research methods. The research examines the psychological mechanisms and optimization paths of policy implementation through questionnaire surveys (N=1847) and in-depth interviews (N=156).The findings reveal several key patterns. Policy implementation resistance stems from three levels: cognition, emotion, and behavior. The cognitive bias rate reaches 68.7%. Emotional anxiety intensity stands at 73.3%. Behavioral deviation rate measures 73.5%. These three factors interact to form a chain of implementation barriers. Social support system intervention experiments show important results. Emotional support demonstrates the highest efficacy at 4.5 points. Comprehensive intervention increases policy compliance from 61.8% to 89.3%. This represents a 44.5% improvement. Systematic intervention combining cognitive restructuring, emotional guidance, and behavioral correction produces measurable outcomes after 8 weeks. Cognitive accuracy reaches 87.6%. Negative emotional intensity decreases by 46.5%. Behavioral compliance improves by 47.2%.The research constructs a five-dimensional assessment model. This model is based on psychological well-being, satisfaction perception, behavioral intention, social support, and value identification. The Cronbach α ranges from 0.83 to 0.89. Analysis reveals that student participation shows the largest gap at 37.1%. Role clarity scores lowest at 45.8%.This study provides empirical evidence for psychological mechanism research in educational policy implementation. It offers theoretical guidance and practical pathways for optimizing the "Double Reduction" policy and constructing evaluation mechanisms.

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