Reports Of Expectations Research Articles

Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysis.

Whether parental educational expectations for adolescents serve as a source of motivation or stress depends on the extent to which adolescents hold expectations for themselves. Previous research on the discrepancies between parental and adolescent educational expectations and their impact on learning engagement has been limited by traditional statistical tests, and lacking an examination of the internal mediating mechanism of parent-child relational quality from both parental and adolescent perspectives. This cross-sectional study, utilizing a multi-informant design, examined the association between discrepancies in parents' and adolescents' reports of expectations, and adolescents' study engagement, as well as the mediating role of parent-child relational qualities perceived by both parties. The sample for this study consisted of 455 adolescents and their parents from 10 classes in a junior high school in Wuhan, Hubei Province, China. The adolescents had an average age of 12.8 years, and 51.6% of them were boys. Both parents and adolescents reported on their expectations and perceived relational quality, while adolescents also filled out questionnaires assessing their learning engagement. Data were analyzed using polynomial regressions with response surface analysis. The results revealed that when adolescents reported high expectations, regardless of whether their parents reported high or low expectations, adolescents reported satisfied relationships and high learning engagement. In contrast, parents reported satisfied relationships when both parties reported high expectations, or when parents reported higher expectations than adolescents. Lastly, the association between discrepancies in expectations and learning engagement was significantly mediated by adolescent-reported relationships but not parent-reported ones. These findings highlight the importance of considering multiple perspectives when studying the association between expectations and adolescent study engagement. This research advances our comprehension of the dynamics between parent-adolescent educational expectation discrepancies and adolescent learning engagement, offering insights for more nuanced and effective parenting strategies tailored to foster optimal educational outcomes.

The impact of perceived quality on online buying decisions: an event-related potentials perspective.

Consumer neuroscience can provide useful insights into the neural foundations of consumer decisions, such as perceived quality. One of the applications is to guide attribute configuration of products to fit consumers' expectations on the basis of individual preferences. In this study, we required 20 participants to decide whether to buy the product provided in the stimuli and to respond as soon as possible. According to their reports of expectations after the experiment, we subdivided the stimuli into two conditions. Condition 1 contained the stimuli that fit individual preferences, whereas Condition 2 contained the other stimuli. An essential component of event-related potentials (ERPs), the P300, was elicited in the two conditions and distributed over almost all parietal and occipital regions. Products in Condition 1 induced a higher P300 amplitude than those in Condition 2. The results show that evaluating product attributes is a cognitive process that modulates attention in the aforementioned regions. When participants evaluate the alternatives, categorical processing occurred on the basis of similarity judgment. The situation in Condition 1 produced a similarity overlap between the product and the expectation and resulted in a higher P300. Otherwise, there was no overlap, leading to a smaller P300. Hence, the P300 may be a useful neural endogenous indicator for measuring consumers' evaluations of products in marketing research.

Revisiting Men's Role in Father Involvement: The Importance of Personal Expectations

Using fathers’ and mothers’ reports of expectations (measured prenatally) and father involvement (measured postnatally), we examined how both parents influence the likelihood that new fathers would be involved in instrumental (feeding, bathing, and changing the infant) and affective (playing and reading to the infant) caregiving activities. The study employed a longitudinal design with 68 couples participating in both the prenatal (e.g., approximately three months before the infant was born) and postnatal (e.g., between three to six months after the birth of the infant) phases of the study. Results indicate that both parents’ expectations are substantial predictors of instrumental involvement (as reported by both fathers and mothers), and that fathers’ expectations are stronger than mothers’ expectations for predicting affective involvement. Limitations follow.