The Construction of a Feminized Adolescent : A Case Study of Institutional Discourse through Speech Act Analysis

| ABSTRACT A recently released proclamation about the measure towards the phenomenon of ‘adolescent's feminization’ from the Ministry of Education of China has raised public controversy and performs as an instance of institutional discourse that enables the construction of a new social identity. This paper is a discourse analysis carried out upon such an institutional discourse that is entextualised as a public transcript to investigate the very question of how institution constructs social identity by an entextualised discourse. In this sense, the research critically adopts Norton and Hall' theory of identity construct and is further addressed through the lens of entextualisation. Specifically, the case is studied through the approach of speech act analysis, involving the analysis of locutionary act, illocutionary act and perlocutionary act. In this sense, the study will be presented as a new mode of identity construct through an integrated lens of speech act theory and the authorization of institutional discourse, with special regard to the public discourse of feminism. As a result, the power of the institution underlines the central place of inscription in the construction of institutional authority and enables the legitimacy of the institutionally defined identity of a feminized adolescent.


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power. The definition and nature of 'feminization' hence become tricky. Therefore, this paper is written to provide a case study on how institution constructs social identity by an entextualised discourse through the approach of speech act analysis.

Contextual Background
Hereby mentioning the term 'Chinese society', it's important to be acknowledged that the context of the present study is established upon the social reality of mainland China. According to Griffiths (2011), under a neoliberalism-based pluralist standpoint of society and identity, a higher degree of toleration upon topics of gender is adopted by the public and institutions of Hong Kong, Taiwan and other Chinese communities in western countries, despite the fact that that mainland China has dominated a relatively high place in the Global Gender Gap Report (2021) with a pleasant score. Nevertheless, the general Chinese society is believed to have largely inherited the patriarchal social structure from the traditional stratification according to the three cardinal guides and the five constant virtues as specified in the feudal ethical code, referred to as San Gang Wu Chang 三纲五常 in Chinese (Chen, 2017), and consequently perceive the two parties of gender as ordinary within a fixed, binary framework, which gives rationale to the prevalence of a stereotypical epistemology of gendered figure and disposition. Based on such a condition, the delimitation of gender topics and definability upon feminism is de facto governed by the institution built upon a patriarchal authority structure. Without abundant examination into modern feminism and reconceptualization of gender, social institutions tend to discuss these issues from a traditional perspective. As a consequence, the feminization of male adolescents is negatively labelled due to the fixed perception of institutions towards men and women and is attributed to the defects of institutional education in this case.
The emergence of the teachers' proposal that triggered the Proclamation was elicited through a series of conversion of social trends into cross-dimensional contradictions. The first phase is the public alteration of aesthetics on men. As South Korean entertainment companies made their full effort in promoting boy and girl music groups to the world market as commercial products and contemporary cultural image of the nation, the subsequently developed mode of aesthetic in accordance with the very concept of "idol" who is decorated with gorgeous dressing and make-up also became an overwhelming trend globally. It was the first time for the audience before screens to use rhetoric like "stunning", "exquisite", and 'delicate' on men that the phenomenon could be seen as the bifurcation for the emergence of a novel branch of fashion market served for an unprecedented group of population. Magnified by the commodification of idol culture as well as the support of modern communication technologies specified with short-video contents (e.g., TikTok), the new perception of male images was spread from a limited range of audiences to the whole media network and enabled an idol-culture-specific deviation of public aesthetics. Young generations of male artists and ordinary teenagers of a small proportion, yet massive as to form a tide, initiated the imitation upon idolized outfits and demonstrated figurative delicacy that was traditionally defined on women. The alteration of aesthetics, however, was followed by the boycott of the general public who were not sensitized to the dynamic of entertainment culture, resulting in a conflict of opinion upon 'a normalized male outfit' caused by the divergence between traditional and trending aesthetics. As intensified the controversy was, the issue was taken into serious account by the educator organizations, mainly consisted of inservice teachers from middle schools and colleges in main cities of China as was reflected by the parents engaged with the dispute and spawned a Subcommittee for Handling Proposals seeking help from a higher institution, the Ministry of Education. The dispute upon 'a normalized male outfit' was, therefore, attached with a subjective, negative interpretation, which required 'rectification' by means of institutional education, in the light of the major feedback from the society.

Theoretical Framework
The existence of identity matters ubiquitously in our social life, making reference to the endlessly emerging questions like who am I, where do I belong, how importantly am I related to the others, where am I positioned, and so on. The issue of identity is a tricky one, as the research addressed the concept of identity itself as well as the paradigm by which to examine the terminology has been diversified along with the research history. Among many, identity is more universally defined by the contention of Norton (2013) as 'how a person understands his or her relationship to the world, how that relationship is constructed across time and space, and how the person understands possibilities for the future' (p. 60). In early years, such relationship between an individual and the outer circumstances was examined through a static, essentialist perspective that 'the attributes and behaviour of socially defined groups can be determined and explained by reference to cultural and/or biological characteristics believed to be inherent to the group' (Bucholtz, 2003, p. 400), while was critically reconsidered with equal regard to social factors including ethnicity, gender, religion, language and more to constitute a non-essentialist, fluid view of identity that "uses the resources of history, language and culture in the process of becoming rather than being: not 'who we are' or 'where we came from', so much as what we might become, how we have been represented and how that bears on how we might represent ourselves" (Hall, 1996, p. 4). The latter perspective will be preferably applied in this case as it involves gender categorization enabled by textual labelling as well as the engagement of the institution as an actor in social discourse. Blommaert (2006) also made a critical differentiation between inhabited identity, the identity people themselves articulate or claim, and ascribed identity, the identity given to someone by someone else. In this regard, the present case study will provide a critical analysis from the perspective of the ascribed identity to illustrate the pattern in which the entextualized discourse constructs a new social identity of contemporary adolescents.
But why is identity needed? With the further dissection of people's identity by poststructuralists, more identity categories and social factors that have a constructive impact on identity have been found, where the discussion on gender identity occupies a large space in present academic and public discourses. The unprecedented recognition of gender classification has even caused some radical feminists' discrete understanding of gender apart from society. Judith Butler's critique against the discrete existence of gender identity and a subject that requires representation in politics (2006) has drought people's attention to the relationship between gender identity and the power of the institution. Social identity, by which to categorize individuals into different groups and assign each group with distinct social status in terms of access to power, is taken as a means of governmentality (Foucault, 1991) by institutions. In this case, it was through the entextualisation of institutional discourse that an emerging social group is defined and positioned (Davies & Harre 1990) regarding the perspective in which the social representation of that group is interpreted by institution, so as affirmed by Briggs (1993) that entextualisation always has been deeply political and serves political goals. In reference to the notion of entextualisation, the text materials as meaning-making resources can be identified and analysed, which is conducive to the investigation of instances of culture and identity formation of the actors of discourses (Silverstein & Urban, 1996).
The Proclamation, represented as an entextualised discourse, is still a valid discursive resource to be analysed under the framework of the speech act. According to Austin (1975), a speech act is 'something expressed by an individual that not only presents information but performs an action as well' (p. 28). The term is illustrated by later scholars that utterances as speech act consist of 'the act of saying something, what one does in saying it, such as requesting or promising, and how one is trying to affect one's audience' (Ingber et al., 1982, p. 134), which lays the foundation for the present study with regard to identity construct. A speech act analysis should be addressed upon the utterances that are regarded "performative" (i.e., sentences which not only describe a given reality but also change the social reality they are describing) and discussed in terms of three dimensions of 'act': locutionary act, illocutionary act and perlocutionary act. Locutionary act refers to the actual utterance and its apparent meaning, including any and all of its verbal, social, and rhetorical meanings (Austin, 1975). Central to the speech act theory is the concept of the illocutionary act, defined as the connotative request or meaning presented by the locutionary act (Austin, 1975), or is simply equated to the very notion of speech act itself from a refined perspective (Searle, 1969). The present case study, however, will pay more attention to the perlocutionary act, that is, the actual effect of the locutionary and illocutionary acts on the audience (Austin, 1975), to investigate the formation of an ascribed identity.

The Proclamation
The Proclamation was posted by the Ministry of Education of China on its official website on December 8, 2020, in response to a proposal made at the Third Session of the 13th National Committee of the Chinese People's Political Consultative Conference (CPPCC) "on preventing the feminization of male adolescents". The Proclamation originated as a response to the proposal in the form of a conference presentation by a spokesperson from the Ministry of Education on behalf of the institution to the CPPCC members present at the conference, which was broadcast on CCTV (China Central Television channel) as a video clip, but due to the incompleteness of the video, the study will not directly apply the original dictation as data for analysis. Instead, the material used in this case study were the transcribed text of the Proclamation included in the Committee's proposal database and posted on the official website after the broadcast on TV. In this sense, the Proclamation can be seen as a public transcript (Park & Bucholtz 2009) of the institution, and the process of entextualisation plays a critical role in the following analysis.

Feminized adolescent as impoverished
In the first section of the Proclamation, utterances are mainly expressed in the form of assertive (defined as speech acts that commit a speaker to the truth of the expressed proposition) and directives (defined as the speech act that are to cause the hearer to take a particular action) (Austin, 1975), to acquaint the audience of the background situation of the education subsidy project and make a policy command towards the subordinated functional organizations by the Ministry of Education. In terms of the locutionary act, it is clearly depicted that the Ministry of education has invested massive efforts into the national project of training physical education teachers nationwide, where poor areas, rural areas and remote areas of western China are attached with greater importance, as is supported by the digital fact (see Excerpt 1 & 2) that the above mentioned distressed areas were taken targeted measures. Given the context, what the Ministry of Education intended to express by the illocutionary act is to stress the objective situation that, despite the efforts that have been made, assisting areas in poverty and with the consequent lack of material resources is still the core mission of the project. The use of digital data is a significant communication cue to imply that the concrete achievement of the project has been accumulating through the past years, yet, more investment needs to be made. That also explains why the main part of the section is occupied by the project report of impoverished areas. However, concerning the discourse created by the Proclamation, what is projected as simple facts by the work report is inevitably related to the notion of feminized adolescents through interpretation of the perlocutionary act. Audiences are prone to interpret that the fact of poverty in some areas is supported by the five-year project report, which results in the inadequate education resource of adolescents wherein. The Proclamation's emphasis on the concrete evidence of the project results has, instead, strengthened the audience's impression of the label of poverty. Correspondingly, as is perceived, those adolescents in poor areas suffer a stronger tendency to have the issue of feminization due to the shortage of physical education; the representation of impoverished of a feminized adolescent is hence enabled. The notion of poverty transcends its logical status as a cause at the semantic level and transforms into a sort of nature or a mode of representation (Mehan, 1996) of the identity of the feminized adolescent through perlocutionary force.
In the past five years, about 20000 physical education teachers have been added every year through free normal students, targeted enrolment plans in poor areas and "special post teacher plan". More than 10000 national backbone teachers and more than 100000 backbone teachers in central and Western China, especially in rural and remote areas, have been trained through "national training plan" and "provincial training plan."

It provides precise poverty alleviation and voluntary services for 38 rural primary and secondary schools in 18 provinces (autonomous regions and cities) in physical and aesthetic education curriculum teaching, practical activities, campus culture construction and teacher team construction
Excerpt 2

Feminized adolescent as frail
Following the above-mentioned excerpt, instances of the utterance of directives are presented to indicate actions with broader objectives to be taken by the Ministry of Education in the next phase of the education enhancement project. Concerning the locutionary act, the Ministry of Education emphasizes the need for subordinate education departments and public schools to improve teaching quality by strengthening the institutional management of physical education teachers while redirecting the goal of improving pedagogy to the development of students' vigour. Hereby the Proclamation uses the notion of vigour with reference to the Chinese word Yanggang 阳刚 (see Excerpt 3), which is a term retrieved from the gendered differentiation of masculinity and femininity on a person's temperament in Chinese traditional culture, as opposed to 阴柔 [Yin-Rou]. Yang directly means the sun, as can be implied as positivity, and Gang refers to toughness. Despite that both of the terms are conventionally perceived to be neutral and even denote a sense of compliment with equal regard to the gender-specific virtue demonstrated by the customarily defined men and women, the Proclamation's utterances, through the illocutionary act, have expressed the institution's concern about the lack of Yang-Gang (i.e., vigour in a neutral tone) on those feminized adolescents, which can be interpreted as the override of masculinity against femininity within the institutional, discursive context. Whereas the Ministry of Education didn't intend to demonstrate a sense of preference on either property, the perlocutionary act that is portrayed inevitably impressed the audience with the use of the term yang-gang that performs to be an institutional encouragement towards all adolescents with different gender identities to act positively and live strongly 'like a man'. Vice versa, the audience might also have the interpretation that it was the lack of cultivation on adolescents' masculinity that caused the feminization of them, especially the male individuals, which facilitated the identity construct of the feminized adolescent as a not positive and tough enough, that is, frail representation. In this sense, the neutrality of Yang-Gang and Yin-Rou is deprived of from their original semantic setting and transformed into, or overlaid by, a bipolar dichotomy of language use through the reproduction of meaning: if someone is described as Yang-Gang, he or she receives an identity of a normally good person; if someone is described as feminized, he or she receives an identity that features a frail representation. Hence, the use of the term 'Yang-Gang' is central to the process of identity construct, enabled by the perlocutionary force of the discourse.
In the next step, provinces and schools will be required to increase the implementation of the 'Management of Part-time Teachers of Physical Education and Aesthetic Education', and in the 'National Training Program' and 'Provincial Training Program', increase efforts to improve the quality and ability of physical education teachers, and at the same time, moderately improve the teaching methods and forms of physical education teachers, and pay more attention to, more emphasis on the cultivation of students' 'masculinity'.

Feminized adolescent as fragile individualist
The next section, as is contextually predictable, features assertive and directive utterances. Accordingly, the portion of directives aims to provide further instruction for strengthening the top-level design of the school sports system with more significance attached to improving teachers' evaluation method of physical education on adolescents. The locution is explicitly uttered as a discursive dynamic to motivate the team to conduct the project for the purpose of cultivating spiritual virtue of the adolescents, in which the Proclamation has defined a concrete model for an ideal outcome in this phase: having strong will power and a good sense for collaboration (see Excerpt 4). In the illocutionary act, the Proclamation's underlaid voice in this specific utterance is easily revealed that measures are taken to optimize educational evaluation methods over the past few years still didn't show effectiveness in developing adolescents' regular habits of physical exercise, producing an unsatisfactory result in terms of the cultivation of spiritual attributes. In such a context, the notion of strong willpower and a good sense for collaboration is likely to be inferred as a factual negation of the noted criteria by the audience with regard to the perlocutionary result. Consequently, the deficiency in willpower and a sense of collaboration is labelled to the social identity of feminized adolescents. In other words, the actual effect of the Proclamation deviates from the intended effect of it for the reason that the initiator of the process of meaning-making transferred from the speaker to the listener through perlocutionary force. As entextualised the discourse is, the unideal effect of the Proclamation on the audience is authorized, producing a legitimated identity that is regarded as fragile and individualist.
Establish an examination mechanism that combines daily participation, physical fitness monitoring and special sports skill tests, make meeting the requirements of national student physical fitness standards an important part of education and teaching assessment, guide students to develop good exercise habits and a healthy lifestyle, refine a strong will and cultivate a cooperative spirit Excerpt 4

Feminized adolescents as with a distorted sense of value
The last section of the Proclamation noted the ambition of the Ministry of Education to expand the research on related issues. As is defined as an issue, the feminization of adolescents seems to be problematic from the perspective of the institution. Illustrated in a similar structure, the discourse of the section is addressed with assertives and directives. On reviewing what has been conducted by the Ministry in exploring the research of related issues of adolescents, the Proclamation critically makes reference to a previous research project that is carried out by the subordinated Research Team for Humanities and Social Sciences, namely 'research on the influence and countermeasures of 'Internet celebrity' phenomenon on teenagers' values' (see Excerpt 5). By presenting a locutionary act, the Proclamation claims to have discovered the intersection between the adolescents' value that is affected by cyber influencers and a feminized adolescent, yet, beyond which is the connotative discourse that produces a sense of skepticism upon the likely negative influence from the media platforms, concerning the notion of "countermeasures", as well as on the adolescents' value that is negatively formed under such impact. Further upon the perlocutionary act, what is captured by the audience in the utterances could be identical. The mention of "Internet celebrities" in the Proclamation can be attributed to the above-mentioned modern communication technology, by which the feminized male figure was disseminated and widely accepted, so as noticed by the institution as a boost of the phenomenon. Following the institution's negative attitude towards Internet celebrities and the assumed adverse impact on adolescents' value system, the feminized adolescent with a distorted sense of value as a new representation is hence generated.

The Ministry of education, focusing on the research project of Humanities and Social Sciences, strongly supports the strengthening of research on issues related to adolescent mental health education. During the 13th Five Year Plan period, a number of research projects such as "Research on the impact of the phenomenon of 'Internet Celebrities' on Teenagers' values and Countermeasures" were set up in the humanities and society research project of the Ministry of education.
Excerpt 5

Feminized adolescent as mentally abnormal
What's discussed in the Proclamation as the future emphasis of research upon the issue of male adolescent's feminization affords more than a single mode of representation. The above-analysed case of cyber influence on the sense of value is addressed within the institutional context of education of adolescents' mental health with several research topics reviewed. Additionally, a "research on the demonstration of family education function and the construction of teenagers' spiritual home" (see Excerpt 6) is together noted for the reference of the further action to be taken by the Ministry for achieving an effective mental education on adolescents. In this regard, the illocutionary act of the utterances actually indicates that the institution has tacitly perceived the feminization of teenagers as a psychologically abnormal state, which can be largely affected by family education, whether it plays a positive or destructive role. At present, however, there is no concrete theory to support the assertion that gender identity makes reference to Page | 178 a psychological condition. The discourse constructed by the Proclamation indeed brings the audience confusion and even indignation on an illocutionary dimension, which is followed by the perlocutionary act that acquaints the audience of the label of mentally unhealthy on feminized male adolescents. As the Proclamation anchors the discourse by a project focus on the further education of adolescents' mental health, the process of identity construction is again facilitated by endowing a mentally abnormal representation to the feminized adolescent.
A number of research projects such as "the demonstration of family education function and the construction of teenagers' spiritual home". Support colleges and universities to strengthen interdisciplinary research on adolescent mental health, focus on practical needs and promote theoretical innovation. In the next step, the Ministry of education will strengthen the management of the approved philosophy and social science research projects of the Ministry of education, promote interdisciplinary research, and strive to produce a number of high-quality research results to better serve the mental health education of teenagers.

Discussion
We know the world through the representations we make of it (Bakhtin, 1981), so as we know, an identity. By introducing the analysis of the formation of representation, the construction of a new social identity is revealed. First, the feminized male adolescent is portrayed as an impoverished figure. The institution emphasized the fact of supporting education in poor areas in western China and illustrated the plan as a reference to explore countermeasures for the feminization of male youth. However, the discourse presented in the Proclamation inevitably connects a poor representation with the cause of feminized male adolescents. Secondly, feminized male teenagers are labelled as frail. Although the institution tried to objectively express its concern for the maintenance of youth's vigour, the improper wording not only gives birth to a contemporary interpretation of the image of youth lacking male virtue but also exposes the institution's stereotypical and traditional understanding of gender issues. Undoubtedly, this issue will keep on being discussed by feminists and other participants out of the present study. It is also worth thinking about how institutions use appropriate expressions for discourse construction in the public transcript. Third, feminized male adolescents are considered individualists. Institutional feedback on social issues or phenomena should be considered through more in-depth research on relevant topics and the subsequent impact of the discourse provided. Due to the neglect of whether the feminization of male adolescents is directly related to physical exercise, the outcome of a series of improvement measures expected by the institution can easily be transformed into the qualitative analysis of the problem by the institution. This explains why the institution's prospect upon strong will and spirit of cooperation for teenagers is negatively interpreted. Last but not least, the feminized male adolescent is attached with abnormality in terms of value and mental health. Although assisting young people to establish a proper sense of values and paying attention to family education will be highly recognized in educational policies at any stage, given the context of gender identity, the institution needs to pay attention to whether utterances in a public transcript will have an impact on the topical object, that is, the feminized adolescent in this case, on the premise of sufficient theoretical basis. As a matter of fact, the institution's concern for adolescent mental health is again interpreted as the deficiency represented by a feminized adolescent.
Yet, different representations cannot define an identity individually, and each formulation of representation doesn't simply describe the characteristics of the identity. It is through investigating the formation of representation that the trajectory of identity construction is revealed, and the representations are the pieces of a figure inspected from different perspectives. All modes of the representation together constitute an identity, as Mehan (1996) proposed, 'when discourse is viewed as an activity that culturally constructs clarity out of ambiguity, then we should not be surprised to find multiple modes of representation'. Furthermore, such an identity is legitimated and becomes a context-free perception of the audience through the entextualisation of institutional discourse, which is facilitated by the discursive process of decontextualization. The Proclamation was read out by the spokesperson at the conference as the discussion result of the institution on the "reaction to the feminization of male adolescents" and entextualised into a public transcript. Such a public transcript breaks away from the original context as a response to the teacher's proposal and becomes a text reference of identity construction and guarantees a certain degree of fixity and permanence of the discourse (Park & Bucholtz, 2009). In this sense, the power of the institution is transferred from an institutional context to a contextfree text, which underlines the central place of inscription in the construction of institutional authority (2009), and enables the legitimacy of the institutionally defined identity of a feminized adolescent.

Concluding Remarks
This paper has initiated a case study on a recently controversial discourse upon gender identity through the approach of speech act analysis, with the objective to investigate the process in which an institution constructs a social identity through an entextualised discourse.
In this regard, the analysis is actually carried out by answering two research questions: 1) what is the representation of a presumed identity of feminized adolescent indicated in the Proclamation by perlocutionary effect? and 2) how is the representation perceived by the audience authorised through entextualisation to constitute the identity? The whole analysis can also be seen as a summingup answer to a very question of what role do institutions play in the discursive organization of social practice, social relations, and related forms of inequality. The inequality is hence revealed in this study by looking at the way institutional authority predominates the discursive space that should have been of the female participants, even if the institution did not convey any sense of judgment. Undeniably, language always has the power to position one another by its interpellation (Mooney et al., 2019).

Limitation
The case analysed in the present study is a tricky one as it is a pubic transcript that is entextualised from a speech, which implies that it is not available to access the original verbal and non-verbal cues parallel to the spoken content. This could be considered a limitation of the study as those cues are critical to an extent to have a complete investigation of the process of meaning-making, without which the present study was not able to offer a multidimensional interpretation in the analysis of performative utterances. While the process of entextualisation has provided another possible pattern to inspect the discourse with regard to the perlocutionary effect that could be produced and authorised. Moreover, the present study has its deficiency in addressing the trajectory of decontextualisation and recontextualization, as is involved in the very precess of entextualisation due to the constraint of texts. What's worth further development is that analysis upon the process of decontextualization from the original discourse to a textual discourse as well as the peripheral discourses derived from the original discourse need to be included in the study to facilitate a complete representation of the discourse trajectory. For instance, in this case, the public discussion held around the Proclamation in the form of online text is a discursive space worth exploration, which will offer an evident demonstration of how the Proclamation is functioning to people no longer as an authoritative institutional discourse but as a context-free definitive reference to a certain social group that could elicit public dispute. It's necessary for future research to attach more importance to such critical portions of a discrouse trajectory. make meeting the requirements of the national student physical fitness standards an important part of education and teaching assessment, guide students to develop good exercise habits and a healthy lifestyle, refine a strong will and cultivate a cooperative spirit. Primary and secondary schools objectively record students' daily sports participation and physical health monitoring results and provide regular feedback to parents. Improve the content, methods and scoring methods of sports tests in secondary school exams to form an effective mechanism to motivate students to strengthen physical exercise. Strengthen the evaluation of sports for college students and explore the introduction of physical education courses at all stages of higher education III. In-depth health education The Ministry of Education firmly established the concept of health first education, focused on improving the health level and literacy of students, increasing the training of talents, strong support for the construction of a healthy China. First, the revision of compulsory education, general high school "physical education and health", and other curriculum standards. The "Health Education Guideline for Primary and Secondary Schools" and "Health Education Guideline for General Higher Education Schools" were issued to build a school health education system that connects all school levels and clarify the content and approach of school health education. Health education in primary and secondary schools takes "physical education and health" as the main curriculum carrier and arranges 6 to 7 class hours per semester. The second is to enrich the form of health education guide primary and secondary schools to enhance student health literacy through comprehensive practical activity courses. In the national campus to carry out the theme of "teachers and students health China health" health education, organized health education publicity line, online knowledge quiz and other activities, health education into all aspects of school education and teaching. The first national steering committee for health education in primary and secondary schools and colleges was selected and formed. The next step, the Ministry of Education will further implement health promotion actions in primary and secondary schools, comprehensively strengthen and improve school sports work in the new era, promote the coordinated development of youth culture and learning, physical exercise and mental health, and truly ensure that young people are physically and mentally healthy, strong and healthy, as a strong country and strong education, the country and the people's interests at the end of a constant, unremitting effort.

IV. Increase research on relevant issues
The Ministry of Education has taken humanities and social science research projects as a hand to support the strengthening of research on issues related to adolescent mental health education. "During the Thirteenth Five-Year Plan period, the Ministry of Education has set up "Research on the influence of the phenomenon of 'internet celebrities' on adolescent values and countermeasures" in its humanities and social research projects. Empirical study on the impact of residential division on youth development in the context of urbanization", "Study on the manifestation of family indoctrination function and the construction of youth spiritual home", "Study on the theoretical system of youth health promotion under the coordinated social management in the new era". Research on the Theoretical System of Adolescent Health Promotion under the Collaborative Social Management in the New Era", "Research on Leisure Education Based on the Threshold of Cultivating Healthy Personality of Adolescents", "Research on the Development Model and Mechanism of Adolescents' Cognitive Beliefs", "Research on the Development of Adolescents' A number of research projects have been conducted, including "Research on the development of adolescent mental health and its peer background: a tracking study" and "Research on the monitoring system of the two-factor model of adolescent mental health". We support universities to strengthen multidisciplinary research on adolescent mental health, focus on real-life needs and promote theoretical innovation. In the next step, the Ministry of Education will strengthen the mid-and late-stage management of the relevant Ministry of Education's philosophical and social science research projects, promote multidisciplinary crossover research, and strive to produce a number of high-quality research results to better serve the work of youth mental health education.
Thank you for your concern and support for education work!

Ministry of Education
December 8, 2020