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Perceived Parental Expectations and Their Role in Academic and Psychosocial Functioning

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Title: Perceived Parental Expectations and Their Role in Academic and Psychosocial Functioning
Language: English
Authors: Gregory Arief D. Liem (ORCID 0000-0003-2523-5095), Zi Yang Wong, Melvin Chan, Woon Chia Liu, Nur Izzati Zainudin, Ser Hong Tan, Kenneth K. Poon, Trivina Kang, Siow Chin Ng
Source: International Journal of Behavioral Development. 2025 49(5):431-445.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Parent Attitudes, Expectation, Parent Role, Teacher Attitudes, Mathematics Education, Self Concept, Student Motivation, Goal Orientation, Mathematics Achievement, Well Being, Foreign Countries, Self Determination, Secondary School Students
Geographic Terms: Singapore
Assessment and Survey Identifiers: Self Description Questionnaire
DOI: 10.1177/01650254251321444
ISSN: 0165-0254
1464-0651
Abstract: Parental and teacher expectations for students' academic performance, expressed as confidence in students' academic potential, may play a critical role in fostering holistic development. However, the specific mechanisms through which these perceived expectations influence academic motivation and psychosocial well-being remain underexplored. This research tests a hypothesized model of the role of mathematics self-concepts in linking perceived parental and teacher expectations to self-determined motivation and achievement goals in the subject and various aspects of psychosocial well-being. Two studies were conducted with Singaporean students (Study 1: N = 2,632, M[subscript age] = 14.05 years; Study 2: N = 450, M[subscript age] = 13.98 years), with surveys administered at two points during the academic year. Results consistently showed: (a) perceived parental expectations had a more salient role in mathematics self-concepts compared to perceived teacher expectations; (b) mathematics self-concepts partially mediated the relationships between perceived parental expectations and motivation, goals, and well-being (except connectedness); (c) these relationships were relatively stable over time; and (d) perceived teacher expectations complemented perceived parental expectations in predicting mathematics self-concepts, connectedness, and happiness. These findings highlight the distinct yet complementary roles of parents and teachers in shaping developmental outcomes, emphasizing the importance of considering cultural context and offering insights for educational practices to support students' academic and psychosocial functioning.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482574
Database: ERIC
FullText Text:
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  Data: Perceived Parental Expectations and Their Role in Academic and Psychosocial Functioning
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  Data: <searchLink fieldCode="AR" term="%22Gregory+Arief+D%2E+Liem%22">Gregory Arief D. Liem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2523-5095">0000-0003-2523-5095</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zi+Yang+Wong%22">Zi Yang Wong</searchLink><br /><searchLink fieldCode="AR" term="%22Melvin+Chan%22">Melvin Chan</searchLink><br /><searchLink fieldCode="AR" term="%22Woon+Chia+Liu%22">Woon Chia Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Nur+Izzati+Zainudin%22">Nur Izzati Zainudin</searchLink><br /><searchLink fieldCode="AR" term="%22Ser+Hong+Tan%22">Ser Hong Tan</searchLink><br /><searchLink fieldCode="AR" term="%22Kenneth+K%2E+Poon%22">Kenneth K. Poon</searchLink><br /><searchLink fieldCode="AR" term="%22Trivina+Kang%22">Trivina Kang</searchLink><br /><searchLink fieldCode="AR" term="%22Siow+Chin+Ng%22">Siow Chin Ng</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Behavioral+Development%22"><i>International Journal of Behavioral Development</i></searchLink>. 2025 49(5):431-445.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Self+Description+Questionnaire%22">Self Description Questionnaire</searchLink>
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  Data: 10.1177/01650254251321444
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  Data: Parental and teacher expectations for students' academic performance, expressed as confidence in students' academic potential, may play a critical role in fostering holistic development. However, the specific mechanisms through which these perceived expectations influence academic motivation and psychosocial well-being remain underexplored. This research tests a hypothesized model of the role of mathematics self-concepts in linking perceived parental and teacher expectations to self-determined motivation and achievement goals in the subject and various aspects of psychosocial well-being. Two studies were conducted with Singaporean students (Study 1: N = 2,632, M[subscript age] = 14.05 years; Study 2: N = 450, M[subscript age] = 13.98 years), with surveys administered at two points during the academic year. Results consistently showed: (a) perceived parental expectations had a more salient role in mathematics self-concepts compared to perceived teacher expectations; (b) mathematics self-concepts partially mediated the relationships between perceived parental expectations and motivation, goals, and well-being (except connectedness); (c) these relationships were relatively stable over time; and (d) perceived teacher expectations complemented perceived parental expectations in predicting mathematics self-concepts, connectedness, and happiness. These findings highlight the distinct yet complementary roles of parents and teachers in shaping developmental outcomes, emphasizing the importance of considering cultural context and offering insights for educational practices to support students' academic and psychosocial functioning.
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  Data: 2025
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  Data: EJ1482574
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Expectation
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      – SubjectFull: Parent Role
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