Parents' Educational Expectations: Does It Matter for Academic Success?

Lindberg, E.Nihal; Yildirim, Erdal; Elvan, Özlem; Öztürk, Dürdane; Recepoğlu, Serpil

doi:10.33710/sduijes.596569

Cited by 9 publications

(5 citation statements)

References 34 publications

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“…Previous studies have demonstrated that parents' academic expectations influence students' academic achievements, especially for primary and secondary school students (Nihal Lindberg et al, 2019 ). However, for college students, most studies emphasized the psychological pressure and anxiety caused by parents' academic expectations while ignoring the positive role (Cooper and Cefai, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

Relationship Between Perceived Parental Academic Expectations and Students' Self-Regulated Learning Ability: A Cross-Sectional Study

Duan

2022

Front. Psychol.

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In the field of self-regulated learning ability for college students, prior research usually neglected the role of parents when considering the physical distance between college and home. Indeed, an underlying describable driving force of learning remains embedded in the relationship between parents and students, even at the college stage. This study aimed to explore the relationships among perceived parental academic expectations, mastery goal orientation, self-reflection, and self-regulated learning ability of college students. Mediation and moderated mediation analyses were employed to analyze a sample of 691 college students. The results indicate that mastery goal orientation partially mediates the relationship between perceived parental academic expectations and self-regulated learning. In addition, self-reflection moderates the relationship between perceived parental academic expectations and self-regulated learning. The positive correlation between perceived parental academic expectation and self-regulated learning is stronger for students with low self-reflection than those with high self-reflection.

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Section: Discussionmentioning

confidence: 99%

Relationship Between Perceived Parental Academic Expectations and Students' Self-Regulated Learning Ability: A Cross-Sectional Study

Duan

2022

Front. Psychol.

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“…Analyses performed on the data obtained from Turkish students' schools and family characteristics on exams such as the PISA and TIMMS (Taş et al, 2016;Yıldırım et al, 2013) revealed that the most important variables affecting achievement are the family-related variables. Although there are two studies on parental cognition in the Turkish literature (Lindberg et al, 2019;Kaya & Bacanlı, 2016), it was not encountered with a study examining its direct effect on academic achievement. Accordingly, the present study aims to examine the effects of PI and parental expectations on the academic achievement of students aged between 10 and 13.…”

Section: Significance and Purpose Of The Researchmentioning

confidence: 99%

Ana Baba Katılımı ve Beklentilerinin İlköğretim Öğrencilerinin Akademik Başarısı Üzerindeki Etkisi

Lindberg

Güven

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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This study is a correlational research that aims to define the relationship between parental involvement, parental expectations and elementary school students' academic success. In defining the sample of the study, it was aimed to ensure the diversity of socioeconomic level and sociocultural status. Totally, 420 parents have voluntarily participated in the research after the purpose of the study explained to them. The data was gathered with the Scale for School and Family Involvement in Elementary Schools, subscale of parents developed by Sheldon and Epstein's (2007) which has been adapted into Turkish by Oğuz (2012). While there was only one dependent variable of the study (academic success), there are six independent variables (parents' educational status, family SES, parents' gender, child's gender, parental involvement, parental expectation). Within the research, independent samples t-test and Chi-square independence test were used. Moreover, logistic regression analysis was performed in order to define the power of predictability of the variables. Results showed that, there are not significantly statistical relations between academic success and parents' gender, children's gender, parental involvement at school. On the other hand, it has been concluded that parents' educational status, family SES, parental expectation and parental involvement at home are significantly correlated with children's academic success. It was seen that the most important predictor of a child's academic success is parental expectations. Based on the results, recommendations were developed for parents, schools and researchers.

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“…They found that parents' acknowledgment of the importance of their self-efficacy levels for supporting the education of their children and their own positive school experiences also increased their participation in the education of their children. Lindberg et al (2019) designed a qualitative study based on interviews. The study focused on the expectations of parents regarding the educational future of their children.…”

Section: Purpose and Significance Of The Studymentioning

confidence: 99%

“…Bununla birlikte, özellikle ana baba katılımına yönelik çalışmalarda gerek ana babaların gerekse öğretmen ve yöneticilerin katılımın önemi ve gerekliliğine inanıyor olmalarına rağmen, eğitimde ana baba katılımının sınırlı ve hatta yokluğunu ortaya koyan bulgular, bunun nedeni ile ilgili daha ayrıntılı incelemeler yapılmasını gerektirmektedir. Ancak alanyazında katılımı engelleyen ana babaya, okula, çocuğun kendisine özgü kimi özelliklere (eğitim düzeyi, sosyoekonomik düzey, çalışma durumu, işbirliğine açık olmama, katılımla ilgili olumsuz tutum gibi) değinilmekle birlikte (Basaran & Koc, 2001;Ceylan & Akar, 2011;Erdogan & Demirkasımoglu, 2010;Keçeli-Kaysılı, 2002;Lindberg, 2013;Sabancı, 2009;Şad, 2012), üç çalışma dışında (Kaya & Bacanlı, 2015;Lindberg, Yıldırım, Elvan, Öztürk &Recepoğlu, 2019;Tekin, 2016) ana babaların çocuklarının eğitimindeki rolleri ile ilgili inanç ve değerleri ve özelde de başarıya dönük kişisel ve kültürel temelli yüklemelerini belirlemeye yönelik herhangi bir çalışmaya rastlanmamıştır. Kaya ve Bacanlı (2015)'nın çalışmasında, ana babaların çocuklarının eğitimine katılımları ile ilgili rol ve yeterlilik algıları üzerinde durulmuştur.…”

Section: Araştırmanın Amacı Ve öNemiunclassified

Parents’ Attributions and Perception Questionnaire: Turkish validity and reliability study

Lindberg

2021

pegegog

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Causal attributions are defined as the way people describe and evaluate their or others’ behaviors. In the literature, it was found to directly and indirectly affect academic achievement as they influence parents’ expectations about their children’s future success, their parenting styles, and, therefore, the social and physical environment that they provide for their children. This study adapts the Parents’ Attributions and Perceptions Questionnaire (PAPQ) to Turkish and collects evidence about the questionnaire’s validity and reliability. The questionnaire comprises eight factors and 24 items designed to evaluate parents’ causal attributions based on ability, effort, luck, and strategy for success and failure. The participants were 340 parents (235 mothers and 105 fathers), aged between 25 and 35 years (128); and high school graduates (182) with a monthly income between 2,001 and 4,000 TL (98). The mean scores calculated for the questionnaire items ranged between 1.45 and 4.42. Adjusted item total correlations were calculated; it was found that the discriminating power of the items varied between 0.43 and 0.90. As a result of the CFA, the goodness of fit values of the questionnaire was calculated as χ²/sd = 1.92, RMSEA = .056, SRMR = .053, CFI = .97, and GFI = .89. The Cronbach’s alpha internal consistency coefficient was found to be .80. Based on these results, it was demonstrated that the PAPQ is a valid and reliable measuring instrument that can be used in Turkish.

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Parents' Educational Expectations: Does It Matter for Academic Success?

Cited by 9 publications

References 34 publications

Relationship Between Perceived Parental Academic Expectations and Students' Self-Regulated Learning Ability: A Cross-Sectional Study

Relationship Between Perceived Parental Academic Expectations and Students' Self-Regulated Learning Ability: A Cross-Sectional Study

Ana Baba Katılımı ve Beklentilerinin İlköğretim Öğrencilerinin Akademik Başarısı Üzerindeki Etkisi

Parents’ Attributions and Perception Questionnaire: Turkish validity and reliability study

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