Children's Educational Expectations Research Articles

The health costs associated with “looking forward to success”: Educational expectations and children's health

AbstractThis study examines the impact of the deviation between parents' educational expectations and children's educational expectations on children's health. This study based on the data from Chinese Family Panel Studies conducted in 2018 and 2020, The participants were 2340 children aged 10–15 years (1310 boys, 1030 girls) in China. We found that when parents' educational expectations are higher than their children's educational expectations, they have a negative impact on children's health status. According to the influence mechanism, the higher the parents' expectations of education are, the greater children's remedial behaviour will be, the less leisure time will be, which will adversely affect children's health. Furthermore, we found that a good parent–child relationship moderated the negative impact of the deviation in parent–child educational expectations on children's health. Therefore, in order to ensure the healthy development of children, it is necessary to resolve the adverse effects of the deviation in parent–child educational expectations by arranging tutoring and leisure time rationally and establishing a good parent–child relationship.

Evaluation of the Effect of Parental Participation on Chinese Adolescent Behavioral Development Through the Mediating Effect of Peers: A Moderated Mediation Model.

With the rapid changes in the social environment, adolescents are facing increasing academic pressure and challenges to their physical and mental development in the socialization process. The purpose of this study was to investigate the influence mechanisms of parental participation on adolescent behavioral development (learning persistence, expressive language ability and knowledge absorption ability), revealing the mediation role of adolescent positive and negative peer interactions between parental participation and behavioral development, and whether differences in parents and children's educational expectations moderate this process. This study was measured using the Parental Participation Questionnaire, Peer Interaction Questionnaire, Behavioral Development Scale, and Educational Expectancy Gap from the China Education Panel Survey. A total of 7730 seventh-grade students and their parents were invited to participate, to establish a moderated mediation model, and the significance of the mediation effect was tested using the bias-corrected percentile Bootstrap method. (1) High frequent parental participation has a significant positive effect on adolescent behavioral development, including behavioral participation, emotional participation, and educational participation all exerting varying degrees of positive influence, as well as positively influencing adolescents' peer interactions. (2) Positive and negative peer interactions play the mediation role of 12.3% and 2.5% respectively in the process of parental participation affecting adolescent behavioral development. (3) Comparing "educational expectation gap - equal", the "educational expectation gap - high" negatively moderates the effect of parental participation on adolescent behavioral development and positive peer interaction (inhibitory effect), the "educational expectation gap - low" positively moderates the effect of parental participation on negative peer interaction (facilitation effect), which meant that the "educational expectation gap - equal" between parents and children is a more desirable state. These findings provide empirical support and effective operational suggestions to further promote positive adolescent behavioral development. Particularly for developing countries, it is recognized that positive parental participation and peer interaction, as well as equal educational expectation of parents and children, are protective factors for adolescent development.

The Relationship between Parents' Education Level, Family Economic Situation, and Expectations for Children's Education

With the arrival of the knowledge economy era, education has been increasingly emphasized. Family education as an important part of education, by all sectors of society, has also attracted the attention of many scholars. Scholars have conducted a number of studies on various aspects of family education, existing research has explored the many influences on family education, but most of them focus on the interrelationships between the various factors, and seldom involves the comparison between the two groups of comparisons between related variables. The purpose of this study is to explore the relationship between parents' educational attainment, family economic status and children's educational expectations. It also attempts to compare which of these two factors has a greater impact on children's educational expectations. By studying and analyzing the previous literature and using the method of empirical analysis, this paper concludes that family economic status and parents' education level have a significant effect on children's educational expectations. In addition, family economy has a relatively small effect on children's educational expectations compared to parents' education level.

The influence mechanism of the parent-child relationship on adolescent academic performance: The serial mediating effect of parental expectations and self-expectations

Much attention has been paid to the relationship between parent-child relationships and adolescent academic performance, especially the mediating role of subjective educational expectations of parents and children. However, most of the research is a single study on parents' or children's educational expectations, and there is a lack of overall research on the independent components and combined effects of the subjective educational expectations system. Based on a large sample of 8867 middle school students, this study showed that parental expectation and self-expectation not only had independent indirect effects on parent-child relationship and academic performance, but also had a series of mediating effects together. The parental expectation was the strongest indirect influencing factor. These findings contribute to a comprehensive understanding of the deep mediating mechanism of educational expectations between parent-child relationship and academic performance in adolescents, and provide important new ideas for educational design practices in home-school co-education.

Parental migration, sibling migration, and the educational outcomes of children left behind in rural China

In the appearance of massive rural–urban migration in China, there is an increasing number of left-behind children in rural areas. Extensive literature has examined the impacts of parental migration on the educational and cognitive development of rural left-behind children and had mixed findings. However, the influence of sibling migration and the potential channels have been mostly omitted in previous research. This study aims to evaluate the associations between parental and sibling migration experience and rural left-behind children’s educational outcomes through the channels of remittances and children’s time allocation, and explores gender differences in the overall association and particular channels. We utilize data from the 2014 and 2018 waves of the China Family Panel Studies (CFPS) and include 2,313 children aged 10–15 in rural China. We propose a conceptual framework and apply structural equation models to identify the overall effects and channels through which parental and sibling migration experience might affect rural left-behind children’s educational expectations and cognitive test scores. Our results show that sibling migration experience harms rural left-behind children more than parental migration experience, and the negative effects are especially pronounced to girls. Remittance sent back home partially offset the negative effects of parental and sibling migration experience on rural children's educational expectations.

Exploring changes in the teacher-child relationship and children's educational expectations

Supportive relationships between children and teachers contribute to children's academic success and social-emotional development (e.g., self-efficacy). However, it is unclear how changes in these relationships might translate to changes in educational expectations. In this study, we used data from the National Longitudinal Study of Adolescent to Adult Health (Add Health; N = 20,745) to test how changes in relationship closeness relate to children's expectations for their future educational achievement, as well as how this association differs based on parental expectations, socioeconomic status, and academic aptitude. Cross-lagged regression models indicated that changes in teacher-child closeness positively relate to changes in child educational expectations; multi-group analyses reflect that this association is strongest for children whose parents hold low expectations and for those with lower levels of academic aptitude. We discuss implications for promoting positive academic and social-emotional development within school settings.

Developmental trajectories of children's educational expectations in China: Contributions of academic achievement and maternal expectations

This longitudinal study examined the overall and heterogeneous developmental trajectories of children's educational expectations and the effects of children’'s previous academic achievements and maternal educational expectations on these trajectories. The educational expectations of 3868 Chinese children (1839 girls; Mage = 9.42 ± 0.52) were investigated six times from the 4th to 6th grades. Children's previous academic achievement and maternal educational expectations were also collected during the first wave. The results showed that Chinese children's educational expectations generally increased in middle childhood and could be categorized into four classes: high stable-increasing, low stable-increasing, low quickly-increasing, and high quickly-decreasing. Furthermore, maternal educational expectations have the greatest influence on the initial level of children's educational expectations, whereas previous academic achievement has the greatest impact on the increasing rate of children's expectations. In addition, both factors contribute to classifying children into a high-stable increasing class in comparison to the other three classes. The findings indicate that Chinese children increase their educational expectations in middle childhood and continually adapt their expectations mainly based on their previous achievements. These findings could advance our understanding of the development of children’s educational expectations in the middle childhood period and provide educational practitioners with prospective factors to increase children’s educational expectations.

The Effect of Income Level on Educational Expectations

Based on the perspective of income level, this paper uses the 2016 China Family Tracking Survey (CFPS) data as the analysis data to examine the impact of income level on educational expectations from the individual level for the first time. The results show that income level has no significant effect on educational expectations. Educational expectations include parents' educational expectations for their children and children's self-education expectations. This disparity reflects the heterogeneity of their expectations for the educational level of their offspring. The gap between parents and children's educational expectations is too large, which is not conducive to children's educational acquisition and social class promotion. In recent years, educational anxiety in Chinese society has become increasingly serious. The educational chaos in the school district and extracurricular classes of Sky High School is closely related to the educational anxiety of parents. After the reform and opening up, with the continuous accumulation of family wealth, education has shown a competitive situation, and parents' educational concept has gradually changed. With the continuous improvement of the average family income, more and more parents have invested a lot of money and energy in their children's education in order to compete for limited educational resources and social resources such as employment. As a reflection of a family's socioeconomic status, studying its role in promoting children's education is conducive to finding out the impact of the wealth and income of the previous generation on the education level of the next generation, and is conducive to exploring the source. educational competition’s reason.

Analysis of Science-Based Entrepreneurship Skills and Parents' Academic Achievement Pressure and Support of Primary School Students

This study aims to examine whether there is a relationship between the academic achievement pressure and support of parents and students' science-based entrepreneurship and how these variables change in terms of parents' activities with their children. For this purpose, one of the quantitative research approaches, the discriptive survey method, was used in the study. 142 students from 3 different primary schools in Erzurum province participated in the study, using the appropriate sampling method. Demographic information questionnaire, Parental Academic Success Pressure and Support Scale (PASPSS), and Science-Based Entrepreneurship Scale (SBES) were used as data collection tools in the study. The data obtained from the participants were analyzed with the SPSS 26.0 package program. As a result, the science-based entrepreneurship levels of the students change in terms of the length of time the parents study with their children and participate in social sports activities. The pressure on their children's academic success is enhancing in terms of parents' children spending time in the digital environment while studying. On the contrary, the higher their children's educational expectations, the more they support their academic success. Finally, weak and intermediate relationships were determined regarding students' science-based entrepreneurship, parental academic achievement pressures, and support.

The influence of migrant children's identification with the college matriculation policy on their educational expectations.

Based on the theoretical framework of cultural reproduction theory and ecosystem theory, this paper explores the impact of migrant children's identification with the college entrance examination policy on their educational expectations and the associated underlying mechanisms from the micro, meso, and macro levels. In total, 1,770 questionnaires were collected from students, and 436 people were interviewed, including students, their teachers, and their parents. They are all from China. Through multidimensional analysis, the results indicated that both individual academic achievement and family social capital have positive impacts on migrant children's educational expectations and that social class segregation in school and perceived social discrimination have negative impacts on their educational expectations. Migrant children's identification with the policy has a significant positive impact on these children's educational expectations. Their identification with the policy enhances the positive impact of individual academic achievement and family social capital on their educational expectations and partially weakens the negative impact of social class segregation in school and perceived social discrimination on their educational expectations. The analysis suggests that college matriculation policy for migrant children drives a compensation mechanism that involves the “principle of justice”, a cultural mechanism that involves “promoting learning through examinations”, and an institutional mechanism involving “urban-rural integration” to increase educational expectations. This study enriches and develops the expectation theory of migrant children and provides a policy reference for local governments to improve their policies for college entrance examinations for migrant children and to promote household registration system reform.

Mexican-Origin Children's Educational Expectations and Academic Performance: Disparities Across Maternal Legal Status and Children’s Immigrant Generation

Mexican-Origin Children's Educational Expectations and Academic Performance: Disparities Across Maternal Legal Status and Children’s Immigrant Generation

The Influence of Discrepancies between Parents' Educational Aspirations and Children's Educational Expectations on Depressive Symptoms of Left-Behind Children in Rural China: The Mediating Role of Self-Efficacy.

Although long-term separation has made discrepancies between parents’ educational aspirations and children’s own educational expectations among families with left-behind children (LBC), limited researches on the influence of these discrepancies on children’s mental health are carried out at present. Based on China Family Panel Studies (CFPS) conducted in 2018, we selected 875 LBC aged 9~15 as the sample, explored the influence of the direction and degree of these discrepancies on LBC’s depressive symptoms by hierarchical regression, and examined the mediating role of children’s academic self-efficacy and mediation effect pathway with Baron and Kenny method and Bootstrap mediation analysis methods. Results showed that LBC’s mental health was worse when parents’ educational aspirations were higher than their children’s educational expectations, compared to that without discrepancies. The degree of such discrepancies was negatively associated with LBC’s mental health. In the relationship between the direction of discrepancies and LBC’s depressive symptoms, academic self-efficacy played a mediating role partially. In addition, the study indicated that mothers played a significant role in the development of LBC’s mental health. These findings also provided critical evidence for the intervention practice of LBC’s mental health.

Socioeconomic origin, future expectations, and educational achievement: A longitudinal three-generation study of the persistence of family advantage.

Expectations about the future direct effort in goal-oriented action and may influence a range of life course outcomes, including educational attainment. Here we investigate whether such expectations are implicated in the dynamics underlying the persistence of educational advantage across family generations, and whether such dynamics have changed in recent decades in view of historical change. Focusing on the role of domain-specific (educational) and general (optimism and control) expectations, we examine parallels across parent-child cohorts in (a) the relationships between parental socioeconomic status (SES) and children's future expectations and (b) the associations between children's future expectations and their academic achievement. We estimate structural equation models using data from the prospective multigenerational Youth Development Study (N = 422 three-generation triads [G1-G2-G3]; G1 Mage in 1988 = 41.0 years, G2 Mage in 1989 = 14.7 years, G3 Mage in 2011 = 15.8 years; G2 White in 1989 = 66.4%, G3 White in 2011 = 64.4%; G1 mean annual household income, converted to 2008 equivalents = $41,687, G2 mean annual household income in 2008 dollars = $42,962; G1 mode of educational attainment = high school, G2 mode of educational attainment = some college). We find intergenerational similarity in the relationships between parental educational attainment and children's future expectations. Children's educational expectations strongly predicted their academic achievement in the second generation, but not in the third generation. With educational expansion, the more recent cohort had higher educational expectations that were less strongly related to achievement. Overall, the findings reveal dynamics underlying the persistence of educational success across generations. The role of future expectations in this intergenerational process varies across historical time, confirming a central conclusion of life span developmental psychology and life course sociological research that individual functioning is influenced by sociocultural contexts. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

How do grandparents' and parents' educational attainments influence parents' educational expectations for children?

Highly educated parents hold high educational expectations for their children, which influence children's motivation and achievement in school. However, it is unclear whether grandparents' (G1) education influences parents' (G2) expectations for children (G3) independently of, or in interaction with, parents' own education. We address this question using data from 477 families in the US Youth Development Study, which has followed a cohort of young people from adolescence through adulthood. Using mixed models to account for shared characteristics of children in the same family, our results demonstrate both main and interaction effects. First, they indicate that grandparents influence parents' expectations for their children directly. Grandparents' income and the educational expectations they held for their G2 children when they were in high school predict the G2 parents' expectations for their own children, even after controlling G2 college attendance. G1 college attendance does not directly affect G2 expectations for G3 after accounting for other relevant family characteristics. However, G1 college attendance moderates the effect of G2 college attendance on their expectations for G3. If G1 did not attend college, G2 college attendance does not significantly heighten their expectations for G3. But G2 college attendance does significantly boost their expectations for G3 if G1 also attended college. We partially replicate these findings using nationally representative data from the US National Longitudinal Survey of Youth - Child and Young Adult cohort. This study highlights the need to expand the scope of status attainment research beyond the parent-child dyad to examine the influence of prior generations.

Chinese residents' environmental concern and expectation of sending children to study abroad.

The majority of existing studies find that Chinese residents would like to send children to study abroad for higher education quality and multiple opportunities. Previous studies have paid little attention to the association of this issue with environmental degradation in recent years. Merging data on adults from the China Family Panel Studies (CFPS) in 2016 with data on children, this paper investigates the effect of environmental concern on the educational level at which Chinese residents are willing to send children to study abroad based on the ordered logit model and Heckman Probit Model (HPM). The results show that environmental concern predicted a positive attitude toward a willingness to send children to study abroad at a decreased schooling level after concerns about the Chinese education system and educational expectations for children and other sociodemographic factors were controlled for. The marginal effects of environmental concern on expectations of sending children to study abroad at different educational levels showed that increasing environmental concern leads to the probability of residents considering sending children to study abroad during junior college or below increasing, while it leads to the probability of residents considering sending their children to study abroad during undergraduate or higher education decreasing. The HPM further verified that environmental concern had a positive effect on residents' willingness of sending their children to study during junior college or below. The study offers an important early step in the empirical testing of the relationship between Chinese residents' environmental concern and the educational level at which they would consider sending children to study abroad.

Labor contracts and parents’ educational expectations for children: Income effect or expected effect?

Abstract Parental educational expectations have an important effect on children’s human capital accumulation. Using the data from the China Family Panel Studies in 2016 (CFPS-2016), this article studies the impact and mechanism of whether parents sign labor contracts on their educational expectations for children. The findings are follows: (i) signing the labor contracts can encourage parents to raise their educational expectations for children; (ii) signing the contracts influence their educational expectations for children mainly through the expected effect brought out by the “five social insurances (pension, medical, unemployment, work injury and maternity) and one housing fund”, but the income effect does not work; (iii) signing the labor contracts will only raise parental educational expectations for boys; (iv) compared with fathers, the labor contracts of mothers do not affect the educational expectations for children. Therefore, we believe that the improvement and implementation of the labor contracts system as well as a good employment and social protection is of great significance to further promote the human capital level and the long-term economic growth, especially for the developing countries.

Mothers' postsecondary entry during early childhood: Short- and long-term effects on children

This study explored the implications of low-income mothers' entry into post-secondary education (PSE) during their children's first five years of life. Using propensity score matching to analyze data from the National Longitudinal Survey of Youth of 1979, we examined associations between maternal entry into PSE during early childhood and children's short- and long-term (ages 7 and 13, respectively) academic and socioemotional outcomes. We found that mothers' entry into PSE during early childhood had no short-term effects on children. There were, however, long-term positive effects on academic outcomes among children with a coresident father figure, and negative effects on behavior. We also tested explanatory mechanisms and found that maternal PSE entry had positive long-term effects on household income, but income did not mediate effects on long-term child outcomes. Further, maternal PSE had no effects on the home learning environment, mothers' educational expectations for children, maternal presence at home, or family climate.

The role of child and parent savings in promoting expectations for university education among middle school students in Ghana: A propensity score analysis

The volume of research on high educational expectations among young people is increasing. Yet, there are still research gaps in what we know about the key predictors of young people's educational expectations, especially in the Sub-Saharan African context. This study aims to complement existing research on asset effects by testing two related propositions about how child and parent savings relate independently to children's expectations for university education. We use propensity score analysis with data from a random sample of junior high school students in Ghana. Findings reveal that parent savings are positively associated with higher probability of children having higher educational expectation. We also find that parents' savings have stronger effect on children's educational expectations compared to children's savings. We discuss implications for early exposure of young people to savings opportunities and its potential to ensure educational progression and optimum psychological and economic benefits to students.

With the Future on the Line: Why Studying Latino Education Is So Urgent

Previous articleNext article No AccessCommentaryWith the Future on the Line: Why Studying Latino Education Is So UrgentPatricia GándaraPatricia GándaraThe Civil Rights Project, University of California, Los Angeles Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Education Volume 121, Number 3May 2015Supporting Latino/a Students in the Twenty-First Century Sponsored by the Penn State College of Education Article DOIhttps://doi.org/10.1086/680411 Views: 1065Total views on this site Citations: 11Citations are reported from Crossref HistoryPublished online April 14, 2015 © 2015 by The University of Chicago. All rights reserved.PDF download Crossref reports the following articles citing this article:Jeehye Kang, Ingrid P. Whitaker Mexican-Origin Children's Educational Expectations and Academic Performance: Disparities Across Maternal Legal Status and Children’s Immigrant Generation, Population Research and Policy Review 41, no.33 (Nov 2021): 1191–1216.https://doi.org/10.1007/s11113-021-09687-yAsrial Asrial, Syahrial Syahrial, Dwi Agus Kurniawan, Muhammad Dewa Zulkhi Response, Peace-Loving Characters and Homeland Love Characters: Integrating Traditional Game of Petak Umpet, Jurnal Iqra' : Kajian Ilmu Pendidikan 7, no.11 (Jun 2022): 275–294.https://doi.org/10.25217/ji.v7i1.2064Hersh C. Waxman, Yolanda N. Padrón, Jeffrey Keese Learning environment and students’ classroom behavior differences between effective, average, and ineffective urban elementary schools for Hispanic students, Educational Research for Policy and Practice 20, no.33 (Oct 2020): 307–324.https://doi.org/10.1007/s10671-020-09281-7Veronica L. Fematt, Ryan P. Grimm, Karen Nylund-Gibson, Michael M. Gerber, Mary Betsy Brenner, Daniel Solórzano Identifying Transfer Student Subgroups by Academic and Social Adjustment: A Latent Class Analysis, Community College Journal of Research and Practice 45, no.33 (Sep 2019): 167–183.https://doi.org/10.1080/10668926.2019.1657516Lourdes Cardozo‐Gaibisso, Seohyun Kim, Cory Buxton, Allan Cohen Thinking beyond the score: Multidimensional analysis of student performance to inform the next generation of science assessments, Journal of Research in Science Teaching 57, no.66 (Dec 2019): 856–878.https://doi.org/10.1002/tea.21611Desireé Vega Navigating Postsecondary Pathways: The College Choice Experiences of First-Generation Latina/o Transfer Students, Community College Journal of Research and Practice 42, no.1212 (Aug 2017): 848–860.https://doi.org/10.1080/10668926.2017.1360219Daniel Ian Rubin From the Beginning: Creating a Diversity and Multicultural Education Course at Jacksonville State University, Education and Urban Society 50, no.88 (Jun 2017): 727–746.https://doi.org/10.1177/0013124517713612Gina A. GarciaBrighid Dwyer Exploring College Students’ Identification with an Organizational Identity for Serving Latinx Students at a Hispanic Serving Institution (HSI) and an Emerging HSI, American Journal of Education 124, no.22 (Dec 2017): 191–215.https://doi.org/10.1086/695609Francesca A. López Altering the Trajectory of the Self-Fulfilling Prophecy, Journal of Teacher Education 68, no.22 (Mar 2017): 193–212.https://doi.org/10.1177/0022487116685751Sandra Figueiredo Schools and Resources as the Direct Effect that Explains the Performance of Non-native Students the Most, (Apr 2017): 47–58.https://doi.org/10.1007/978-3-319-55819-6_4Hannah Miller, Jessa Lewis Valentine, Rachel Fish, and Michelle Robinson Is the Feeling Mutual? Examining Parent-Teacher Relationships in Low-Income, Predominantly Latino Schools, American Journal of Education 123, no.11 (Oct 2016): 37–67.https://doi.org/10.1086/688167

Educational Expectations of Parents and Children: Findings from a Case of China

To examine educational expectations and the factors that influence them, this paper presents a study of elementary school‐aged children in China, with a particular interest in migrant children. This study revealed the significance of family socioeconomic status (SES), parental involvement, and children's school experiences to children's educational expectations. The findings of this study showed no significantly different patterns of factors influencing children's educational expectations between the migrant and the non‐migrant children in public schools. The implication of this finding is that it is not simply migrant status which affects a child's educational expectation; rather it is a set of family SES and school experiences. Future research considering diverse migrant child population is suggested.