The Effect of Expectation on Student Achievement

The Role of High Parental Expectations in Adolescents’ Academic Performance and Depression in Hong Kong

“…Parental expectations are generally defined as parents’ beliefs and judgments about their children’s future achievements as reflected in course grades, how far their children will go in school, expected highest level of education, and so forth (e.g., DiBartolo & Rendón, 2012; Neuenschwander, Vida, Garrett, & Eccles, 2007). Many previous studies have shown that parental expectations are positively associated with children’s high academic performance (Danişman, 2017; Yamamoto & Holloway, 2010; Zhan, 2006) and parental expectations may have a significant long-term effect on children’s academic achievement from childhood until the period of adolescence (Froiland, Peterson, & Davison, 2013). However, relatively few studies focused on the influence of high parental expectations beyond the realm of adolescents’ academic performance to investigate issues such as their depressive symptoms (Supple & Cavanaugh, 2013).…”

Digital reading in Vietnamese universities: The situation and influencing factors

“…Dawkins (2017) emphasizes that students’ performance depends on the teacher’s observation in the classroom, the ways teachers deliver their knowledge to learners, teaching methods, teachers’ knowledge and skills, and classroom management to optimize their teaching and maintain expectations. Thus, teachers have been required to improve their expertise and teaching methods to enhance the reading competence of students (Evers et al, 2016; Perkins and Cooter, 2013).…”

“…Sharing documents, sharing reading experiences and reading instruction help to develop knowledge, language, vocabulary, comprehension, reading competence, fluency and attitudes (Delacruz, 2014; Ong, 2014; Oostdam et al, 2015). In this regrad, teachers can help with providing materials, supporting reading, and promoting independent reading (Dawkins, 2017).…”

“…Digital reading yields many benefits for readers in terms of improving learning performance, entertainment, ease of access, and using and sharing information (Troung, 2021); accessing interrelated information (Doering et al, 2012; Salmerón and Llorens, 2019); and enhancing comprehension, interaction, ease of storage, portability, intertextuality and cost benefits (Doering et al, 2012; Johnson et al, 2010; Maden, 2018; Sackstein et al, 2015). However, research data has indicated that readers’ behaviours are impacted by several indicators, including digital literacy, social media account ownership, the Internet, interests, awareness, needs, habits, motivation, attitudes, digital resources and devices, teachers and students (Bouaamri et al, 2022; Chen and Hu, 2018; Dawkins, 2017; Dong and Hu, 2019; Liu, 2005; Maden, 2018; Wang et al, 2019; Wang et al, 2020). These indicators can lead to the selection of reading methods and its performances (Cooc and Kim, 2017; Lim and Jung, 2019; Maden, 2018; Scott, 2004; Song, 2010).…”

A felsőoktatási lemorzsolódási intenciók pszichológiai háttértényezői

“…Az elvárások formálásának másik útja informális utakon, tanácsokon, hálózatokon keresztül történik a kortársak, oktatók, vagy akár a család részvételével. Az elvárások fontosságát empirikus tanulmányok is igazolják: 67 darab 2005 és 2016 között megjelent, az elvárások és a teljesítmény kapcsolatát vizsgáló tanulmány meta-analízisének eredménye szerint az oktatók által közvetített elvárások közepes erősségű, pozitív kapcsolatban állnak a tanulók teljesítményével (Danişman, 2017).…”