Session Information
99 ERC SES 04 D, Interactive Poster Session
Poster Session
Contribution
The positive effects of parental involvement on students’ academic results are widely accepted by researchers worldwide. Over the last fifty years, psychologists and sociologists have paid close attention to the role of parents’ expectations in influencing children’s scholastic achievement. They have generally been determined to be crucial for children’s academic progress; however, due to the lack of comprehensive information on the vitality of expectations, academic performance tends to decline (Wilder, 2014).
Various research suggests that students with high expectations from their parents tend to fare better academically and perform higher on standardized tests than students with relatively modest prospects from their parents. It has previously been observed by Wilder (2014) that parental expectations, among other influences, had the greatest effect on children's scholastic achievement.
A Korean study revealed that, inversely, when opposed to parental participation, expectations had a relatively minor influence on a student’s self-efficacy (You et al., 2015). In addition, Gordon and Cui (2012) indicate that academic success in young adulthood was substantially correlated with adolescent gender, age, parental education, and family structure. These covariates are not accounted for in most studies, which limits their applicability.
According to Yamamoto and Holloway (2010), despite the vast research work that has been done on parental expectations, the majority has concentrated on European American, middle-class families, and the studies have typically neglected to account for the role of race or ethnicity in shaping the variables. This study also revealed that different ethnic groups do not have parental expectations as their predictor of a student’s grades, contrasting with other research. As such, it is indicated that not enough research has been done on various racial groups, with none of the research being conducted in a Kazakhstani context.
This research is being conducted to determine the difference in the GPA between students who have relatively high parental expectations and those who do not. The study aims to find a correlation between the variables collected through a survey, as well as to indicate how different social factors alter the results, specifically for adolescents in one NIS of Astana. It will also cover the effect of different types of expectations and the highest achieved results.
MRQ: To what extent do parental expectations affect the academic performance of 11th-grade students?
SQ1: How do factors such as a student’s gender, nationality, and parents’ education level impact parental expectations?
SQ2: Parents have expectations regarding their child’s highest level of education, as well as the student’s grades. Which type of parental expectations affects GPA the most?
SQ3: What is the optimal level of expectations required to maximize academic achievement?
This study will contribute to the educational research field of Kazakhstan. Furthermore, given the major influence of parental expectations on students’ academic success, exploring this topic is essential to ascertain the correlation between the variables in a local context. This will not only provide comprehensive information for parents to adequately set prospects for their children but also affect the academic achievement in the student’s future education and career.
Method
A quantitative approach most accurately corresponds with the objective of this research. According to Creswell (2012), the characteristics of quantitative research include a description of tendencies or a clarification of the relationship between variables. The main variables of this study are parental expectations and scholastic success although the correlation between social factors and expectations, as well as among several expectation types is also considered. Furthermore, since this study will focus on precise measurements, complying with another feature that suggests quantitative research forms exact, restricted and measurable questions (Creswell, 2012). The target population of the study is 11th grade students of one Nazarbayev Intellectual School (NIS) in Astana, a specialised school regarded as a testing ground for the adoption, execution and assessment of innovative educational program models (Nazarbayev Intellectual Schools, n.d.). The perceived parental expectations of the pupils at this school may differ from those found in other research as a result of this specialisation. Consequently, this site presents a unique paradigm for examining parental aspirations and their relationship to students’ GPA. Regarding the participants, a sample size calculator was used to ascertain the number of respondents (Maple Tech. International LLC., n.d.); in total, 83 high-school students were sampled out of a population of 117 in order to have a confidence level of 90% with a margin of error within 5% of the surveyed value. Convenience sampling, a type of non-probability sampling, was applied because it allows the involvement of volunteering participants that consent to being examined, which is optimal for a study (Creswell, 2012). In addition, although this method cannot be used for constructing generalisations, it is appropriate for collecting descriptive data, such as the effect of parents’ expectations on students on a local level, so convenience sampling is suitable for this style of research.
Expected Outcomes
Based on the answers collected via a survey, it could be inferred that students with higher expectations from their parents tend to have better academic results compared to those with lower expectations. Moreover, there is a notable gender difference in parental expectations, with female students having marginally higher expectations on average compared to male students, staying consistent with the research of Zhang et al. (2010) and Wilder (2014). The study also partially complemented the study of Spera et al. (2008), clearly deducing a positive correlation between parental education level and the level of academic aspirations they have for their children. Furthermore, GPA aspirations were found to be the most determining factor associated with academic performance; the other expectation types, however, showed no significant correlation. Overall, these findings suggest that setting high expectations for academic achievement has a positive impact on academic performance, which closely parallels the findings of Gordon and Cui (2012), You et al. (2015) and Ma et al. (2018). Despite this, some inconsistencies were found with the statements of Spera et al. (2008), Wilder (2014) and Boonk et al. (2018). Thus, the main hypothesis, stating that high parental expectations favourably affect GPA, was justified, and the major conclusions answered the research questions.
References
Annan, D. (2019). A Simple Guide to Research Writing. Stevejobs.education. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative (4th ed.). Pearson Education. Gordon, M. S., & Cui, M. (2012). The Effect of School-Specific Parenting Processes on Academic Achievement in Adolescence and Young Adulthood. Family Relations, 61(5), 728-741. doi:10.1111/j.1741-3729.2012.00733.x Wilder, S. (2014). Effects of parental involvement on academic achievement: a meta-synthesis. Educational Review, 66(3), 377-397. doi:10.1080/00131911.2013.780009 Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children's academic performance in sociocultural context. Educational Psychology Review, 22(3), 189-214. doi:10.1007/s10648-010-9121-z You, S., Lim, S. A., No, U., & Dang, M. (2015). Multidimensional aspects of parental involvement in Korean adolescents’ schooling: a mediating role of general and domain-specific self-efficacy. Educational Psychology, 36(5), 916–934. doi:10.1080/01443410.2015.1025705
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.