Perceptions Of Parental Expectations Research Articles

Maintaining secondary school students’ STEM career aspirations: the role of perceived parental expectations, self-efficacy, and cultural capital

ABSTRACT There have been increasing concerns about the significant decline in teenagers’ intentions to pursue STEM subjects or careers. This study examined how students’ perceptions of parental expectations, STEM cultural capital, mathematics/science self-efficacy, gender, and parents’ jobs were associated with STEM career aspirations and tested whether these associations differed by school level. Data were collected from 1,864 junior and 665 senior secondary students in Hong Kong via an online survey. Results indicated that, perceived parental long-term expectations were closely linked to STEM career aspirations, whereas, perceived parental short-term expectations were closely linked to self-efficacy. Out-of-school STEM experiences and STEM media consumption both had positive impacts on aspirations and shaped different aspects of students’ perceived parental expectations. Additionally, significant gender differences were found in STEM media consumption, self-efficacy, and aspirations. These relationships mainly were invariant across school levels. However, the indirect paths from STEM media consumption to aspirations via self-efficacy varied significantly between junior and senior secondary students. Based on these findings, this study argues for the essential role of perceived parental expectations in shaping STEM career aspirations for teenagers. STEM cultural capital may be more productive and supportive if it promotes teenagers’ interpretations of parental expectations and their mathematics and science self-efficacy.

Exploring Factors Related to Taiwanese Adolescent Students’ Academic Attributes and Engagement

Exploring Factors Related to Taiwanese Adolescent Students’ Academic Attributes and Engagement Shu-Shen Shih Abstract The purpose of the present study was to examine the relationships among Taiwanese adolescent students „perceptions of parental expectations along with parental criticism, satisfaction of the needs for autonomy and competence, implicit theories of intelligence, perfectionist tendencies, and academic procrastination in order to acquire a comprehensive understanding of the mechanisms related to students‟ academic attributes and engagement. Four hundred and five eighth grade Taiwanese students completed a self-reported survey assessing the variables described above. Findings of hierarchical regression analyses suggested that parental expectations, parental criticism, and competence need satisfaction significantly predicted implicit theories of intelligence. In terms of perfectionistic tendencies, parental expectations and competence need satisfaction positively predicted positive striving (i.e., personal standards and organization), whereas parental criticism emerged as a negative predictor of positive striving. Further, parental expectations, parental criticism, and an entity theory of intelligence positively predicted evaluative concerns (i.e., concerns over mistakes and doubts about actions). With respect to academic procrastination, results of hierarchical regressions revealed that parental influences, satisfaction of the needs for competence, and perfectionistic tendencies all functioned as determinants of academic procrastination. Implications for educational practices and future research are discussed. Full Text: PDF DOI: 10.15640/jehd.v8n3a13

Anne-babalar okul öncesi eğitim kurumu yöneticilerinden ne bekliyor? Anne-baba ve yönetici beklentilerinin karşılaştırılması

Bu çalışma, çocuğu okul öncesi eğitim hizmeti alan anne-babaların okul yönetiminden beklentileri ve yöneticilerin anne-baba beklentilerine yönelik algılarının incelenmesi amacıyla yapılmıştır. Araştırma örneklemini, Balıkesir merkez ilçe (Karesi ve Altı Eylül) sınırları içinde ikamet eden ve çocuğu resmi bağımsız anaokullarınca verilen okul öncesi eğitim hizmetlerinden faydalan 927 anne-baba oluşturmaktadır. Veri toplama aracı bu çalışma kapsamında kullanılmak üzere geliştirilmiştir. Aracın ilk kısmı katılımcılar hakkında demografik bilgiler toplam üzere tasarlanmıştır. İkinci kısımdaki ölçek anne-babaların okul yönetiminden beklentilerini belirlemek amacıyla geliştirilmiş toplam 18 maddeden ve dört alt ölçekten (İletişim ve Erişilebilirlik, Sağlık ve Güvenlik, Fiziki Kaynaklar ve Eğitim) oluşmaktadır. Araştırmada anne-babalardan toplanan veriler kullanılarak geliştirilen ölçeğin yapı geçerliliğini incelemek amacıyla Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. Anne-babaların ve yöneticilerin Anaokulu Yönetiminden Beklentiler Ölçeğinin dört alt ölçeğinden aldıkları puan ortalamaları arasında fark olup olmadığı MANOVA testi ile incelenmiştir. Sonuçlar anne ve babalar arasında anaokulu yönetiminden beklentileri açısından anlamlı bir fark olduğunu göstermiştir. Annelerin İletişim ve Erişilebilirlik ile Sağlık ve Güvenlik alt ölçeklerinden aldıkları puan ortalamaları babaların puan ortalamasından anlamlı derecede yüksek bulunmuştur. Sonuçlar yöneticiler arasında anne-babaların beklentilerine ilişkin algıları açısından anlamlı bir fark olmadığını ortaya koymuştur. Bununla birlikte anne-baba ve yönetici beklentileri karşılaştırıldığında yöneticilerin Fiziksek Kaynaklar alt ölçeğinden daha yüksek puan alma eğiliminde olduğu gözlenmiştir.

Parental Expectations and Prosocial Behavior of Adolescents From Low-Income Backgrounds

Parental expectations are influenced by cultural models, which in turn are subject to a great influence from historically fluctuating features of the socioeconomic background. Parental expectations seem to be linked to children’s social and emotional development in terms of empathy and prosocial behavior. The current study aims to (a) compare low-income adolescents’ perceptions of parental expectations of prosocial and antisocial behavior across three Latin countries (Argentina, Colombia, and Spain), (b) compare the empathy and prosocial behavior between the three countries, (c) compare the prosocial behavior between the three countries, and (d) study the effect of perceived parental expectations and empathy on the prosocial behavior of adolescents in all three of the countries studied in this research. The sample was made up of 446 Argentinean adolescents, 474 Colombian adolescents, and 632 Spanish adolescents. The Expected Parental Reactions Scale, Interpersonal Reactivity Index, and Prosocial Behavior Questionnaire were used to measure the variables included in this study. Results reveal considerable differences between children’s perceptions of parental expectations in different countries. Results also show the existence of significant differences between male and female adolescents. In all three countries, girls score more highly than boys in prosocial behavior and empathy. Furthermore, we find that low-income Argentinean adolescents score more highly than Spanish and Colombian adolescents in prosocial behavior measures. Finally, expected parental reactions toward prosocial behavior and empathy seem to have an influence on the adolescents’ development of prosocial behavior in all three countries.

아동이 지각한 부모의 기대와 자아존중감 및 성취동기가 아동의 학교 행복감에 미치는 영향

ABSTRACT A total of 378 4 th and 5 th grade elementary school students (194 boys and 184 girls) participated in a study investigating the direct and indirect effects (through self-esteem and/or achievement motivation) of children's perceptions of parental expectations on school happiness. First, parental expectations did not have a direct effect on children's levels of school happiness. Second, parental expectations did not have an indirect effect on children's school happiness through self-esteem. Children who perceived higher levels of parental expectations showed higher levels of self-esteem, but the path from children's self-esteem to school happiness was not significant. Third, parental expectations had an indirect effect on children's levels of school happiness through achievement motivation. Children who perceived higher levels of parental expectations showed higher levels of achievement motivation, and children with higher levels of achievement motivation reported higher levels of school happiness. Finally, parental expectations indirectly influenced children's school happiness through self-esteem and achievement motivation. These findings suggest that both

Comparing White and Asian American Adolescents’ Perceived Parental Expectations and Their Sexual Behaviors

While parental influences on adolescent health behaviors are well recognized, there is limited understanding of the relationship between adolescents’ perceptions of their parents’ expectations and their sexual behaviors. This mixed-methods study explored how White and Asian American adolescents perceive parental expectations via parent–child interactions, and how such expectations relate to adolescents’ self-reported sexual activities over time. Using gender-matched, in-depth interviews with 28 White and Asian American adolescents, ages 17 to 19, we explored adolescents’ perceptions of parental expectations about when, how, and under what conditions adolescents should engage in sexual activity. Stronger conservative parental sexual expectations and disapproving parental attitudes were closely related to later sexual debut and fewer sexual partners. Perceived closeness determined the degree to which adolescents respected and incorporated their parents’ beliefs, values, and sexual expectations. Future research should focus on developing family strategies to utilize the concept of perceived parental expectations.

Perception of Parental Expectations and External Adjustment in Japanese Junior High School Students

Perception of Parental Expectations and External Adjustment in Japanese Junior High School Students

Perception of Parental Expectations and Internal Adjustment of Junior High School Students

本研究は, 親からの期待の受け止め方を測定する尺度を作成し, 期待を感じる程度を統制した上で期待の受け止め方と内的適応との関連を検討することであった。研究1において, 積極的受け止め, 負担的受け止め, 失望回避的受け止めを含む3因子構造から構成される親の期待に対する子どもの受け止め方尺度（受け止め方尺度）が作成された。中学生383名のデータを分析したところ, 一定の信頼性と妥当性が確認された。研究2では, 中学生312名を対象として質問紙を実施し, 期待を感じる程度および交互作用を統制した上で親の期待の受け止め方と適応の関連を階層的重回帰分析を用いて検討した。本研究の結果から, 期待を感じる程度よりも期待の受け止め方が内的適応に対する説明力が大きいことが示唆された。積極的受け止めは, 自己価値といった適応を促進することが示され, 負担的受け止めは, 不機嫌・怒り, 抑うつ・不安, 無気力, 身体反応を含むすべてのストレス反応を促進する事が示された。

The ant and the grasshopper revisited: The present psychological benefits of saving and future oriented financial behaviors

This study examines the impact of saving and future-oriented financial behaviors on young adults’ well-being. Using two-timed longitudinal data ( N = 748) collected both prior to and during the economic crisis, we tested and confirmed a psychological process model (i.e., financial attitude → behavioral intention → actual behavior → well-being), one that included parental norms, perceived behavioral control and financial planning horizon as antecedent factors. Our findings indicate that the more positive a young adult’s attitude toward financial behaviors, and the greater his/her perception of parental expectations, then the stronger will be this young adult’s intention to perform such behaviors. We found that behavioral intention at Time 1 contributed to actual financial behaviors at Time 2, which in turn was positively related to a young adult’s present sense of well-being. We also found that perceived behavioral control and financial planning horizon influenced both behavioral intention and actual behavior. Although perceived impact of the economic crisis moderated the link between past and present well-being, it did not affect the hierarchical flow of the model. We discuss the theoretical and practical implications of our study pertaining to consumer financial education.

Case studies of factors affecting the motivation of musical high achievers to learn music in Hong Kong

This article reports on the personal beliefs and attitudes of highly motivated Hong Kong school-age subjects who studied music. A total of 24 participants who demonstrated high achievement and interest in learning music were interviewed. Content analysis of the interview data was performed to elucidate four topics: background information about the music learning of participants, their feelings about learning music, their perceptions of parental expectations of the learning of different subjects, and music learning in schools. A detailed analysis was conducted to understand the views of participants on attainment value, task value, task difficulty and intrinsic motivation. Based on the results, a theoretical framework was derived that includes three developmental stages: (1) initial motivation, (2) short-term involvement and the learning process and (3) long-term involvement and ongoing commitment. The study contributes to the understanding of the developmental trajectory of these Asian participants by detailing intrinsic and extrinsic factors that impacted on their musical development.

The Development of Children’s Ethnic Identity in Immigrant Chinese Families in Canada

Parents’ role in children’s ethnic identity development was examined among 95 immigrant Chinese families with young adolescents living in Canada. Children reported their feelings of ethnic identity and perceptions of parental family obligation expectations. Parents reported their family obligation expectations; parents and children reported on parenting practices. Mothers’ expectations, but not fathers’, were positively associated with children’s feelings of ethnic identity. This relation was mediated by children’s perceptions of parental expectations, suggesting that children must first perceive their parents’ expectations for these expectations to influence their ethnic identity. More positive parenting practices were related to stronger feelings of ethnic identity. Mothers’ parenting practices moderated the relations between mothers’ expectations and children’s ethnic affirmation and belonging. The results suggest immigrant mothers’ family obligation expectations provide an avenue for positive family identification and ethnic culture learning opportunities that may encourage children’s ethnic identity development.

Perception of Parental Expectations and Obsessive-Compulsive Tendencies in Japanese High School Students(Original Articles)

Perception of Parental Expectations and Obsessive-Compulsive Tendencies in Japanese High School Students(Original Articles)

White children's alignment to the perceived racial attitudes of the parents: Closer to the mother than the father

In this study, in which 4–7‐year‐olds participated (N =58), we analysed the relationship between White children's racial attitudes and their perceptions of parental expectations and racial attitudes. Overall, the children showed a strong in‐group preference in their choice of playmates and in the attribution of positive and negative traits to White and Black peers. In addition, children reported the belief that parents would be happier if they played with a White rather than a Black child. Finally, children anticipated that parents would also display racial biases. Most importantly, we found that children's attitudes were strongly correlated with the perceived expectations and attitudes of the mothers but not the fathers. This result further supports the idea that mothers' attitudes might be more relevant than fathers' attitudes in the formation of racial attitudes among children.

Clinical, social and relational determinants of paediatric ambulatory drug prescriptions due to respiratory tract infections in Italy

Collecting information on patterns of drug prescriptions and on factors influencing prescribing decisions is fundamental for supporting the rational use of drugs. This study was aimed at investigating patterns of drug prescription in paediatric outpatients and at evaluating determinants of prescriptions for respiratory tract infections (RTIs). We conducted a national cross-sectional survey involving primary care paediatricians and parents. Diagnoses and prescriptions made at each consultation were described. Poisson regression models were used to analyse determinants of drug and antibiotic prescriptions for visits due to RTIs. A total of 4,302 physician and parent questionnaires were analysed. These corresponded to 2,151 visits, 792 of which were due to RTIs. Drugs were prescribed in 83.4% of RTI visits, while antibiotics were prescribed in 40.4%. According to paediatricians' perceptions, 84.2% of parents of children with a RTI expected to receive a drug prescription. Paediatricians' perception of parental expectations was the strongest determinant for prescription of drugs and specifically of antibiotics [adjusted relative risk (RR): 1.7 and 3.6, respectively; P < 0.001]. However, in 77.1% of RTI visits, paediatricians judged themselves as not being influenced at all by parents' expectations in their decision to prescribe. This study underscores that relational factors, in particular perceived parental expectations, are one of the leading factors of drug prescriptions in paediatric ambulatory care settings, reinforcing the opinion that communication between physicians and parents can affect prescription patterns.

Investigating the academic achievement of adolescents with learning disabilities: A structural modeling approach.

Although academic performance is a primary component of the federal definition of learning disabilities (LD), there have been few investigations of factors that influence academic growth among adolescents with LD. The focus of the present study is parental attitudes, their effects on adolescents with and without LD and on the academic achievement of those students. The estimated model accounted for 72% and 74% of the variance in academic achievement for the groups of students with and without LD, respectively. The findings support the position that parental expectations and perceptions of parental expectations are instrumental in raising the academic expectations and the achievement of adolescents with and without LD. The comparison between the students with and without LD showed that the most important factors were the same for both groups, suggesting the model worked in the same way for the two populations.

Educational Planning and Academic Achievement of Middle School Students: A Racial and Cultural Comparison

A nationally representative sample of middle school students from diverse cultural and ethnic backgrounds was surveyed on educational aspirations, planning, and achievements. Results indicated significant racial and gender differences in educational and voational planning help‐seeking behaviors. Results also indicated a significant race and sex interaction in students' educational aspirations as well as perception of parental expectations. Students' educational aspirations were significantly related to their current academic achievements. In many cases, students' aspirations and perceived parents' expectations did not match closely. Significant dtfferences in mathematics, science, and reading proficiency among racial and sex groups also were indicated. Implications for counseling are discussed.

Sikh girls and the maintenance of an ethnic culture

Abstract This article examines the maintenance of some aspects of an ethnic culture by young Sikh women in Nottingham. It also focusses on their perceptions of parental expectations and considers some effects of their behaviour on intergenerational relations. Their perspective of gender differential relative to cultural persistance is likewise examined. The article demonstrates that while some traditions had indeed been abandoned, the majority were maintained or modified by most girls. Interestingly, there were few signs of overt intergenerational conflict. It was possible to identify different categories of maintenance and non‐adherence. A distinction could be made between those girls who maintained Sikh traits solely in deference to parental expectations and those who did so of their own volition. It was found that some young Sikhs tended to confine certain traditions to specific contexts whilst others maintained them in all situations. Where traditions had been abandoned, examples were found both of pa...

Perception of Parental Expectations and Need Achievement

Perception of Parental Expectations and Need Achievement