The Reasonality of Social Cognitive Theory in Subject Remediation for Junior High School Students in the Era of "Double Reduction": Findings and Discussions Based on the Survey of Junior High School Students' Tutoring in Lucheng

Qin Zhou

doi:10.62051/jz07sk34

Authors

Qin Zhou

DOI:

https://doi.org/10.62051/jz07sk34

Keywords:

Double reduction; subject remedial classes; secondary school students; social cognitive theory; Wenzhou.

Abstract

In recent years, the Chinese government has been paying more and more attention to the effectiveness of the "double-reducing" policy, which aims to reduce the burden of education on students and parents, and at the same time to promote fairness in education. The implementation of the "double-reduced" policy has brought a great impact on the subject tutorial classes, junior high school students are the direct effect of the relevant policies, junior high school students in Wenzhou City have certain regional characteristics, and their subject tutoring behavior in the era of "post-double-reduced", the reasons for this, it is worth researching and exploring. The study will utilize social cognitive theory. This study will utilize the social cognitive theory to demonstrate the rationality of the theory in explaining the subject tutoring problems of junior high school students in Lucheng District, Wenzhou City. Through in-depth interviews, this study concludes that social cognitive theory is a reasonable explanation for junior high school students' adherence to subject tutoring in the "post-double-decrease" era, and on the basis of which it finds new reasons for participating in subject tutoring under the influence of the "double-decrease" policy, as well as new practices.

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