High Educational Expectations Research Articles

A Study on the Relationship between Parents’ High Educational Expectations and Children’s Academic Performance ——An Empirical Analysis Based on the CFPS2020

This paper studies the relationship between parents’ higher educational expectations and the academic performance of young children in middle school and primary school on the basis of data from the CFPS2020. Multiple regression analysis and intermediary utility analysis revealed that parents’ educational expectations and educational savings positively affect children’s academic performance and that age negatively affects children’s academic performance. There is some intermediary effect between family education savings and parents’ education expectations and children’s academic performance, but the proportion of indirect utility in the total utility is lower. Therefore, countermeasures should appropriately increase investment in children’s future education savings to avoid the negative impact of parents’ excessive expectations and less material support of children’s academic performance and pay attention to avoiding the extreme tendency toward excessive investment in education savings.

The Health Cost of College Expectations: Adolescent Educational Expectations and Obesity

Although previous studies have identified the effect of social environment and individual behavior on adolescent obesity in the field of social science, much less is known about the association between adolescent educational expectations and obesity. This article draws on China Education Panel Survey (CEPS) 2013 to 2014 to examine the relationship between adolescent educational expectations and BMI/obesity. Results show that adolescents with college expectations have higher BMI and higher risk of obesity. Learning time partially mediates the relationship between adolescent college expectations and obesity. Additionally, the association between adolescent college expectations and BMI/obesity is stronger for males and urban students. The findings indicate that higher educational expectations may lead to health problems. School and family should perceive the health cost of high educational expectations to promote adolescent all-around development.

The Influence of Parents' Educational Expectations on Children's Development: The Chain Mediation Role of Educational Anxiety and Parental Involvement.

In the social context of the "Educational Involution", the educational expectations of parents have a potential influence on the development of children. High parental educational expectations create parental anxiety, which in turn results in a rise in parental involvement and eventually promotes the growth and progress of children. The current study administered an electronic questionnaire to 891 parents of young children in four provinces of China. The questionnaire included the Parental Educational Expectations Scale, the Educational Anxiety Scale, the Parental Involvement Scale, and the Child Development Scale. This study used SPSS 27.0 for statistical data analysis and the SPSS macro program PROCESS to explore the mediation role. We found that (1) educational anxiety plays a mediating role between parental educational expectations and child development; (2) parental involvement has a mediating effect between parental educational expectations and child development; and (3) educational anxiety and parental involvement play a chain mediating role between parental educational expectations and child development. In conclusion, parental educational expectations appear to contribute to child development, and this effect may be mediated individually and sequentially by educational anxiety and parental involvement.

Comprehensive industry review of Kazakhstan higher education market: trends and challenges

Higher education in Kazakhstan occupies a central place in the process of socio-economic progress of the country. In recent decades, Kazakhstan's higher education market has undergone significant changes. The rapid development of technology, integration into the global educational space and changes in the economic and social spheres have led to a revision of the needs and expectations of higher education. The article presents an analysis of the higher education system of the Republic of Kazakhstan with an emphasis on highlighting key trends and challenges. The main focus of the research is aimed at studying the dynamically developing and highly competitive higher education market, in which both public and private educational institutions are actively functioning. The main purpose of this study is to provide detailed coverage of the current conditions and trends in the higher education market in Kazakhstan. To achieve this goal, various methods were used, including content analysis, a desk method of data collection, comparison and generalization. The analysis was based on secondary data: a review of current sources and scientific publications over the past five years from international and local databases, statistical data and analytical reports. The results of this study provide an objective view of the current state, structure, participants and directions of development of the higher education market in Kazakhstan in the period 2017–2022. The study highlights the importance of regional development issues, ensuring broad accessibility of higher education, active integration of the latest technologies and teaching methodologies, as well as the formation of a comprehensive and inclusive educational space.

Parenting attitudes, career adaptability, and bicultural acceptance perceived by multicultural youth

AbstractThis study explores whether the development of career adjustment and biculturalism among multicultural adolescents in Korean society changes over a three‐year longitudinal period. To this end, a latent growth model (LGM) was adopted to examine the development of career adjustment and biculturalism among such adolescents. This study determines how the parenting attitudes in multicultural families affect the career adjustment and bicultural acceptance of multicultural children in a society with high educational expectations. This study tracks how permissive and authoritarian parents' attitudes change over time in terms of their relationship with their multicultural children, the networks of education and social stability that they establish for multicultural youths, and how they improve parental awareness of their children. For this purpose, taking into account the characteristics of the variables identified in the panel data, parenting attitudes are divided into two types: uninvolved and authoritarian. This study used the data from 2014 to 2016 of the Multicultural Adolescents Panel Study included indicators for bicultural acceptance, career adaptability, and parental nurturing attitudes. The results are as follows: First, this study found that authoritarian parenting attitudes and bicultural acceptance attitudes have positive outcomes, and permissive parenting attitudes, bicultural acceptance attitudes, and career adaptability showed no relationship. Second, career adaptability and bicultural acceptance had a positive (+) effect on career adaptability based on parenting attitudes and a negative (−) one on bicultural acceptance. In addition, authoritarian parental attitudes had a negative (−) impact on career adaptability. Third, authoritarian parental attitudes demonstrated significance for bicultural acceptance, and the rate of change in bicultural acceptance was negative (−) over time.

Do Key Predictors of Academic Resilience Differ Across Cultures? Evidence From Korea and the US

This study aimed to compare key predictors of academic resilience in the distinctive socio-cultural contexts of South Korea and the United States, employing a machine-learning-based random forest technique. Using PISA 2018 data, we focused on students in the bottom 25% of family socioeconomic status, totaling 1,654 in South Korea and 1,175 in the US. The results showed that individual factors, such as meta-cognition, joy of reading, self-concept of reading, and work mastery, were ranked highly in both countries. On the other hand, self-efficacy and students’ expectation of higher education were specific to Korea, while fixed mindset and meaning in life were specific to the US. Based on these findings, this study highlighted the need for culturally responsive policies to nurture academic resilience among disadvantaged youth.

Factors Anticipating Adolescents’ Adherence and Dropout in an Online ACT Intervention During the COVID-19 Pandemic

This study examined factors anticipating adolescents’ (N = 232) adherence and dropout in an online acceptance and commitment therapy (ACT) intervention targeted at promoting well-being during the COVID-19 pandemic. First, results showed that adolescents with high academic achievement and educational expectations were more likely to participate in the induction meeting and start the program. Second, adolescents in the human-supported model fulfilled the adherence criteria more often than adolescents supported by virtual coach only. Finally, though male participants were less likely to participate in the study, participants who started the online program were likely to adhere to it regardless of gender.

Anticipated unmet educational expectations following youth police contact

Youth police contact is a common experience, rooted in structural inequalities and systemic racism, and research increasingly documents its harmful repercussions. However, scholars have overlooked the connections between youth police contact and subjective perceptions of college aspirations and expectations, an important oversight given that the internalized stigma of police contact can disrupt an individual’s future orientation. In this article, we use data from the Future of Families and Child Wellbeing Study—a longitudinal survey of U.S. children born around the turn of the 21st century in urban areas—to investigate how police contact shapes anticipated unmet educational expectations (i.e., high educational aspirations without high educational expectations), net of youth, family, and neighborhood characteristics associated with police contact. First, youth experiencing police contact with arrests, but not youth experiencing police contact without arrests, are more likely to report anticipated unmet educational expectations than those not experiencing police contact. Second, any police contact—with or without an arrest—is negatively associated with both high educational expectations and high educational aspirations. Third, the association between police contact with arrests and anticipated unmet educational expectations is partially explained by academic performance. Taken together, findings support an accumulating body of knowledge that criminal legal contact, an experience concentrated among youth of color, can hamper youth’s educational outlooks and subjective wellbeing.

Economic hardship trajectories of college‐educated families living in or near poverty: Assessing predictors and outcomes

AbstractObjectiveThis study examined the longitudinal trajectories of economic hardship for low‐income families with a college education.BackgroundThe relation between parental education and family income to parenting behaviors and children's achievement is well documented. Less is known on how high education and low income interact within families, particularly over time.MethodThe sample consisted of 537 families who were low‐income and college‐educated when their child was in kindergarten. We used latent growth curve analyses to classify families into different trajectory classes based on economic hardship over several years. We then examined predictors and outcomes of each class.ResultsWithin this sample of low‐income, college‐educated families, there were two economic hardship trajectories: Transient (i.e., short‐term) and Chronic (i.e., long term). Parents in the transient class were more likely to work an occupation requiring a postsecondary degree and had higher educational expectations than the chronic class. We conducted additional analyses to test for generalizability and comparison to other family types.ConclusionParental education attainment may provide a protective buffer for parents and children when facing short‐ or long‐term economic hardship.ImplicationsThis study highlights the sustained importance of educational attainment and the need for policy and program solutions to address families' diverse needs.

A Critical Analysis of Research Scholar Expectations in Higher Education

The study was designed to examine critical analysis of research scholar expectations in higher education at UOH. Objectives of the study were to find out recent scholar’s expectations from university, to explore the social status of enrolling in higher education, to assess the educational preferences and skills and to analyze the economic status of research scholars.101 students of M. Phil program and 15 students of the Ph.D program from different departments (education, agriculture, environmental, mathematics, forestry, management, microbiology) were chosen as the sample of the study.

Sense of Competence and Feelings of Stress of Higher Education Faculty in the Transition to Remote Teaching: What Can We Learn from COVID-19 Pandemic in the Long Run

This study focuses on measuring and characterizing the sense of competence and feelings of stress of higher education faculty in the transition to ‘Emergency Remote Teaching’ due to the COVID-19 pandemic and their willingness to adopt it in future. A total of 318 higher education faculty responded to a new questionnaire, developed and validated by the researchers. The findings show that the faculty experience a high sense of competence, related to positive feedback on remote teaching, a tighter trust relationship with the students, and their personal and professional development in the field of techno-pedagogy. Higher education faculty indicate feelings of stress on a medium-low level manifested by frustration and overburden due to difficulties in their interaction with the students, lack of reward, vague home–work boundaries, and techno-pedagogical challenges. The findings show that the more competent and the less stress higher education faculty feel regarding remote teaching, the more they wish to adopt it in future. The findings outline a desirable way to support higher education faculty and their professional development, aiming to reduce feelings of stress and enhance their sense of competence in remote teaching. Thus, they can implement changes, facing the challenges and expectations of higher education’s “new normal” in which technology will play a key role.

Educational Expectation Gaps Between Second-Generation Immigrant and Ethnic Majority Students in a Comparative Perspective: The Moderating Role of Educational Tracking

This paper investigates the influence of educational tracking on immigrant educational expectation gaps in Sweden, England, the Netherlands, and Germany. To account for heterogeneity in immigrant children's origin countries, this paper additionally focuses on the educational selectivity of immigrant parents. The article argues that with a greater degree of tracking, students receive stronger track signals about their ability and their future opportunities, which should reduce the influence of immigrant parents’ aspirations and mitigate immigrant students’ lower responsiveness to school ability. As a result, immigrant students in countries with a high degree of tracking should have less inflated expectations that are more similar to ethnic majority students. Additionally, the moderating effect that tracking can have on the influence of parental aspirations on immigrant students’ educational expectations should mitigate the beneficial effect of immigrant parents’ selectivity in highly versus lowly tracked countries. Findings based on two waves of the CILS4EU data reveal that second-generation immigrant students have higher educational expectations than ethnic majority students in all countries except Germany. No significant differences are found relating to parents’ educational selectivity. The results support the assumption that stronger track signals in countries with a higher degree of tracking lead to higher responsiveness to school ability among second-generation immigrant students. No support is found for a reduced influence of parental aspirations on the immigrant expectation gap in countries with a higher tracking degree. This study contributes to research on immigrant expectation gaps by highlighting the specific mechanisms through which tracking influences operate.

Equality of opportunity: Social determinants of university expectation amongst school attending adolescents in Bissau, Guinea-Bissau

This research explores determinants of higher education (HE) expectation in Bissau, Guinea-Bissau. Survey data includes 2,039 randomly selected responses from school-attending adolescents, from June 2017. HE expectations were indicated by 77% of girls and 68.7% of boys, privately schooled adolescents more frequently (78.5%) than publicly schooled peers (67.6%). Akaike Information Criterion was utilised, modelling HE expectation. Logistic regression indicated that female gender (OR=1.569), private schooling (OR=1.747), perceived comparative school performance (OR=1.776), increased studying time (OR=1.436), greater parent valuation of studies (OR=1.526), and parental warmth (OR=1.092) predicted HE expectation. Student-teacher conflict (OR=.546) and school disenfranchisement (OR=.755) negatively predicted HE expectations. Comparison with previous research in socioeconomically distinct higher income settings suggests consistently predictive and contextually influenced determinants of university expectation.

Exploring the factors relating to academic resilience among students with socioeconomic disadvantages: Factors from individual, school, and family domains

AbstractThis study aimed to explore factors related to academic success (resilience) for students with socioeconomic disadvantages (SED) from the individual, school, and family domains. We also compared such factors with the results for students with socioeconomic advantages (SEA). A sample of 1767 eighth‐graders (851 students with SEA and 916 students with SED) from a city in northern China completed the questionnaires online. We found that (a) the common factors related to academic success for students with SED and SEA are high educational expectations, intrinsic motivation, positive parent−child relationships, and schools with high socioeconomic status; and (b) the unique factors for students with SED (but not SEA) are appropriate parental involvement with more concern in daily life but less concern in study and close peer relationships. Findings highlight social support as a protective factor against academic failure, especially among students from low‐income families.

Adapting as I Go: An Analysis of the Relationship between Academic Expectations, Self-Efficacy, and Adaptation to Higher Education

Transition to higher education is increasingly becoming a common stage in young adulthood, which highlights the importance of studying what could contribute for a better adaptation to higher education. The aim of this study was to explore the relationship between academic expectations, self-efficacy, and adaptation to higher education during the first two years of college (i.e., the first two years of a higher education degree). Portuguese college students participated in a longitudinal data collection resorting to the Academic Expectations Questionnaire (T1 and T3), the Self-Efficacy in Higher Education Scale (T2 and T3), and the Questionnaire for Higher Education Adaptation (T2 and T3). Structural equation modeling analysis was conducted to test a model correlating academic expectations, self-efficacy, and adaptation, as well as a mediation model where a full mediation of self-efficacy was observed between the relationship between academic expectations and higher education expectations. This study delivers a unique longitudinal view on the experience of the first two years of college, showing a significant role of expectations and self-efficacy in order to achieve a better adaptation process. Results are useful for institutions to adapt the way they present themselves and manage students’ expectations.

Competition in household human capital investments: Strength, motivations and consequences

In Asian countries, especially China, household investments in children’s human capital have drawn considerable attention. In this paper, we examine the existence and strength of competition in these investments. We use data from a representative survey of middle-school students in China, focus on students with random assignments to classrooms, and construct peer-effect models. We introduce five investments, namely, two out-of-household and three intra-household investments, including money, time, and parenting styles, to check the potential mechanisms behind these peer effects. Our findings are consistent with the framework of competition among households, which comes from parents’ high educational expectations and larger education returns under social inequality. Based on counterfactual analyses and the limited impact of competition on children’s skills, policymakers should boost public expenditures to replace private education investments and improve social equality to reduce competition.

Transitioning to higher education: students’ expectations and realities

ABSTRACT Background The transition from school to higher education (HE) involves multiple challenges including academic issues, motivation and identity adaptation. In this scenario, the role of family, peers and institutions can be fundamental in the success of the transition process. Purpose We sought to deepen our understanding of the transition phenomenon by studying students’ perceptions on HE expectations versus the reality encountered, identifying the main challenges they faced and analysing the strategies used to cope with the difficulties encountered in adjusting to HE. Method This is a follow-up interview study that examined the perceptions of 14 first- and second-year HE students in Chile, who had participated in a previous research study two years earlier whilst in secondary school. Interview data were analysed using a qualitative approach. Findings The analysis identified contrasts between students’ expectations and what occurred during the first two years of HE. Associated with academic difficulties, the students felt that the main challenges included increased complexity of content, time management and study strategies. To cope with these challenges, the evidence suggested that the students adapted their academic strategies and relied strongly on their families and peers. Conclusions Our findings draw attention to a mismatch that can occur between the expectations and the reality that students face once they have transitioned to HE. Implications for institutions include building a transition bridge between secondary and postsecondary education, which goes beyond providing information about funding or the labour market. In terms of supporting successful transition, issues such as academic demand, studying time, study strategies and prior familiarity with HE staff and peers are all relevant aspects for consideration.

Examining the Impact of Remote e-Working on Job Performance and Occupational Wellbeing among Academics in Malaysia: Job Demands-Resources Theory Perspectives

Social distancing requirements during the COVID-19 pandemic has accelerated the adoption of remote e-working (Banerjee, 2020). In practice, remote workers’ mental health and wellbeing has received incremental attention (Price, 2018; Russell, 2019)- particularly among academics (Han et al., 2020; Mohamed et al., 2020). The prevalence of remote e-working practices among academics prior to the pandemic (Aczel et al., 2021), prolonged exposure to remote e-working due to campus closures (Ross, 2021); as well as abruptly remodelled expectations of higher education (El-Azar, 2022) resulted in high demands among academics (Cao et al., 2020). According to De Gruyter (2020), academics have experienced stress, insecurity and pressure as collaborative networks, shift to online teaching and supervision, as well as work-life balance were disrupted. Theoretically, few studies have adopted the job demands-resources theory as a framework to understand and promote occupational wellbeing and performance in remote e- working environments (Bilotta et al., 2021). This indicates that existing models predicting outcomes of telecommuting could have been flawed. Empirical studies have equally produced conflicting outcomes of remote e-working (Grant et al., 2019; Santuzzi & Barber, 2018) . Keywords: Conservation of Resources; Job Demands-Resources; Job Performance; Occupational Wellbeing; Remote e-working

Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries.

Language has been conceptualized as both a measure as well as a predictor of integration among immigrants and their children. However, the relationship between language spoken at home and different educational outcomes remains poorly understood. Many studies indicate that nurturing students' first languages is positively associated with their learning at school. Other research suggests that one of the reasons why children of immigrants tend to perform worse at school is due to speaking a language other than that of instruction at home. In order to shed further light on the role of language choices at home for education, we examine both the correlates of language use at home as well as the relationship between this and reading scores and educational expectations. We differentiate between three language use groups: those who mainly use the language of origin at home, those who only use the language of instruction at home, and those who use both of these. We analyze these relationships using data from the Programme for International Student Assessment (PISA). In order to examine country differences, we place a special focus on two immigrant-origin groups that are present in significant numbers in a number of European countries: children with origins in Turkey and former Yugoslavia. These two groups have also been identified as being at major educational disadvantage across Europe. Our results suggest that continuing to (mainly) use the language of origin at home is more prevalent among children from socioeconomically more disadvantaged families, but is supported by more socioeconomically advantaged and more diverse school environments. In the majority of countries studied, switching to the language of instruction is associated with higher reading scores but not with higher educational expectations than continuing to speak mainly the language of origin at home. These relationships are to a large extent confounded (or in some cases potentially mediated) by family factors such as socioeconomic status and school-related factors such as school's socioeconomic composition. We conclude by highlighting the role that linguistically responsive pedagogies and a positive school climate can play for the education of all young people but in particular newly-arrived immigrants.

Life expectations in early adolescence and the timing of first sex and marriage: evidence from a longitudinal survey in Ethiopia

BackgroundRaising the median age at first sexual intercourse and first marriage among females is a policy goal of the Ethiopian government. Education figures prominently in the government’s plans for achieving its goals, including primary and secondary schools; higher education; and out-of-school interventions such as youth centers, peer clubs, and youth associations In this study, we tested whether adolescents and youth who had high educational and occupational expectations at younger ages were at a lower risk of first sexual intercourse and marriage during adolescence and early adulthood.MethodsData came from multiple waves of a longitudinal survey of households and adolescents conducted in southwestern Ethiopia. A measure of career expectations was created from educational and occupational expectations measured at baseline when the adolescents were ages 13–17. The occurrence and timing of first sexual intercourse (called first sex) and marriage were measured four years later in a wave 3 survey. Discrete-time logistic hazard regression models were applied to a person-year file to predict first sex for males and females separately and first marriage for females.ResultsMale and female adolescents who had high career expectations at young ages were at a significantly lower risk of first sex during adolescence and early adulthood. Unlike the delaying effect of being in school, the effect of high career expectations did not wear off as adolescents aged. Among female adolescents, delaying first sex, staying in school, and having parents who desired them to marry at older ages were all associated with a significantly lower risk of marriage during adolescence and early adulthood.ConclusionsThe educational and occupational expectations and family plans that youth develop early in adolescence influence the timing of the transition into sexual activity and marriage. Ethiopian youth who develop high career expectations delay first sex, which for female youth is a key predictor of age at first marriage. Adolescents’ perceptions of parents’ expectations for them are strongly associated with their own expectations and behavior.