The effects of parental expectations on children’s academic performance
It is always expected that parents develop goals and strategies that make the most of their children’s ability to attain culturally valued skills and characteristics. This means that parents are viewed as rational actors who use their knowledge of the world to instill specific expected cultural standards that their children are supposed to adopt. In academics, as with nearly everything else in life, parents are expected to play increasingly significant roles in shaping their children’s perception of scholars and thus impact the children’s academic performances. One way of doing so is to place certain expectations on the children, laying down what is expected of their academic lives while also devising strategies to help them achieve this. The concept of parental expectations, defined in various ways, has gained significant interest in the recent past. Yamamoto and Holloway, for instance, define parental expectations as “realistic beliefs or judgments that parents have about their children’s future achievements as reflected in course grades, highest level of schooling attained, or college attendance.”
Factors determining parental expectations
Parental expectations are dependent on a plethora of factors, including but not limited to the individual characteristics of the parent and macro-structural elements and institutions such as political and economic systems (Yamamoto and Holloway, 2010). Yamamoto and Holloway (2010) point out that a student’s past academic performance is also a determinant of parental expectation, especially among racial and or ethnic minority parents than among European American parents. Interestingly, parental expectations vary along racial and or ethnic lines. They, for instance, posit that the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial and or ethnic minority families than for European American families
According to Yamamoto and Holloway (2010), the effect of parental expectations in children’s academic progress has been the recipient of much attention of scholarly inquiry from sociologists and psychologists over the past half-century. With research showing that parental expectations play a critical role in children’s academic success on such parameters as scores and grades, this inquiry has only gone deeper and further. Davis-Kean (2015), Pearce (2006) and Vartanian et al. (2007), for instance, note that students whose parents hold higher expectations for their academic performances tend to achieve higher grades, receive higher scores on standardized tests, and stay longer in school than those whose parents hold lower expectations. Hossler and Stage (1992), Peng and Wright (1994), and Reynolds (1998), on the other hand, state that high parental expectations also impact student motivation to achieve in school, academic and social resilience and aspirations to attend college.
While parental expectations have been found to have a positive correlation with higher academic achievement, it is also emerging that it can put undue academic pressure that might end up having detrimental effects on learners. One such area that has been of interest to researchers is the linkage between academic expectations and the psychological well-being of learners. Agliata and Renk (2009) and Luther and Becker (2002), for instance, point out that high parental expectations can undermine the psychological well-being of children. It has also been found out that academic pressure is a predictor of suicidal ideation and behavior (Ang and Huan, 2006). Agliata and Renk (2009) credit this to expectation discrepancies and communication reciprocity, noting that these are significantly related to students’ affective distress, including, but not limited to, anger, depression, and anxiety. This is especially the case when parental expectations are inflexible, unrealistic, or inadequately supported, and students are forced to accept that academic achievement is the be-all and end-all of schooling.
While most studies have tended to focus on the positive correlation between parental expectations and higher academic achievements, the revelations that link parental expectations and negative psychological well-being of learners and suicidal ideation and behavior among the same group should be taken seriously and be explored further. This way, it would be easy to weed what negatively impact learners in the short term and the long run while keeping those that help learners grow into all-rounded enlightened beings. More importantly, as Benner and Mistry (2007) and Vartanian et al. (2007), among others, point out, not only parental expectations inform students’ academic performance. Teacher expectations, socioeconomic status, previous performances, and self-perception, among others, are also important determinants of parental expectations and thus student academic performance. Safeguarding the psychological well-being of learners while also ensuring the achievement of desirable academic accomplishments, therefore, requires that parents take note of these factors and ensure that they do not place undue pressure on learners to create a conducive learning environment for the learners. There is, therefore, a need to strike a balance by not setting exceedingly high or shallow expectations of learners.
References
Agliata A. K. & Renk, K. (2009) College students’ affective distress: The role of expectation discrepancies and communication. Journal of Child and Family Issues, 18, 396-411.
Ang R. P & Huan V. S. (2006) Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child Psychiatry and Human Development, 37, 133-143.
Benner, A. D. & Mistry, R. S. (2007) Congruence of mother and teacher educational expectations and low-income youth’s academic competence. Journal of Educational Psychology, 99(1)140-153.
Davis-Kean, P. D. (2005) The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2) 294-304.
Hossler, D. & Stage, F. K. (1992) Family and high school experience influences on the post-secondary educational plans of ninth-grade students. American Educational Research Journal, 29(2), 425-451.
Luther, S. S. & Becker, B. E. (2002) Privileged but pressured? A study of affluent youth. Child Development, 73, 1593-1610.
Pearce, R. R. (2006) Effects of cultural and social structural factors on the achievement of white and Chinese American students at school transition points. American Educational Research Journal, 43(1), 75-101.
Peng, S. S. & Wright, D.(1994) Explanation of academic achievement in Asian American students. Journal of Educational Research, 87(6), 346-352.
Reynolds, A. J. (1998) Resilience among black urban youth prevalence, intervention effects, and mechanisms of influence. American Journal of Orthopsychiatry, 68(1), 84-100.
Vartanian, T. P., Karen, D., Buck, P. W. % Cadge, W. (2007) Early factors leading to college graduation for Asians and non-Asians in the United States. The Sociological Quarterly, 48(2) 165-197.
Yamamoto, Y. & Holloway S. D. (2010) Parental expectations and children’s academic performance in sociocultural context. Educational Psychology Review, 22, 189-214.
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