Parental expectations, learning self-efficacy, and academic achievement: a study on primary school pupils
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i11.3120
Abstract
This study delved into the relationship between parental expectations, learning self-efficacy, and pupils' academic achievement. Questionnaires and interviews were administered to parents and pupils in Pingdingshan primary schools. The findings revealed that parental expectations vary with family factors. They are comprehensive in primary schools, yet overly emphasize academic performance. High expectations can cause stress and negatively affect mental health. Parental expectations are conveyed through diverse means but do not effectively enhance students' self-efficacy. The structural model indicates that self-efficacy mediates the influence of parental expectations on academic achievement, yet the current outcomes are suboptimal. The research advocates for parents to adjust expectations, employ appropriate methods, and prioritize children's holistic development.
Keywords
parental expectation; learning self-efficacy; pupils' academic achievement; family education
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[3] Zhou AB, Ma XF, Aoyagi H. 2007. Parental expectation of early childhood education: comparison between China, Japan, and Korea. Frontiers of Education in China, 2: 1-2.
[4] Albanese AM, Russo GR, Geller PA. 2019. The role of parental self-efficacy in parent and child well-being: a systematic review of associated outcomes. Child: Care, Health and Development, 45(3): 333-363.
[5] Anderman EM, Dawson H. 2011. Learning with motivation. Handbook of Research on Learning and Instruction, Routledge, 233-256.
[6] Antony-Newman M. 2019. Parental involvement of immigrant parents: a meta-synthesis. Educational Review, 71(3): 362-381.
[7] Archer T, Garcia D, Skarphagen H. 2014. Exploring the role of parents in the psychological empowerment of young adolescent children. Journal of Youth and Adolescence, 43(9): 1508-1521. https://doi.org/10.1007/s10964-014-0133-2
[8] Axford N, Berry V, Lloyd J, et al. 2019. How can schools support parents' engagement in their children's learning? Evidence from research and practice. https://files.eric.ed.gov/fulltext/ED612190.pdf
[9] Bandura A., Barbaranelli C, Caprara GV, et al. 2001. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child development, 72(1): 187-206.
[10] Banna J, O'Driscoll J, Boushey CJ, et al. 2018. Parent and household influences on calcium intake among early adolescents. BMC Public Health, 18:1-13.
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