The Impact of Family Encouragement on Middle School Students' Autonomous Learning Motivation under the "Double Reduction" Policy: The Role of Self-cognition

The "Double Reduction" policy aims to reduce students' homework burden and promote comprehensive development. In this context, this study explores the impact of family encouragement on students' autonomous learning motivation and investigates the role of self-cognition. In May 2023, a questionnaire survey was conducted among 1,087 students at a middle school in Guangdong, using the Academic Encouragement Scale (AES), SDQII Self-Description Questionnaire (Adolescents), and the Autonomous Learning Motivation Scale. SPSS 27.0 was used for correlation and regression analysis. The results show that: (1) There is a significant positive correlation between family encouragement, self-cognition, and autonomous learning motivation among middle school students (P<0.01). (2) Both family encouragement and self-cognition can significantly positively predict autonomous learning motivation (P<0.01). (3) Self-cognition plays a partial mediating role in the impact of family encouragement on autonomous learning motivation. Under the "Double Reduction" policy, family encouragement has a significant positive predictive effect on middle school students' autonomous learning motivation, and there is a correlation between the three. Moreover, self-cognition can enhance the impact of family encouragement on autonomous learning motivation, serving a partial mediating role.