Research Article
BibTex RIS Cite
Year 2019, Volume: 6 Issue: 2, 150 - 160, 27.11.2019
https://doi.org/10.33710/sduijes.596569

Abstract

References

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101. doi: 10.1191/1478088706qp063oa
  • Carpenter, D. M. (2008). Expectations, aspirations, and achievement among Latino students of immigrant families. Marriage and Family Review, 43, 164–185. doi: 10.1080/01494920802013078
  • Chu, S.K.W., & Reynolds, R.B., Tavares, N.J., Notari, M., Lee, C.W.Y. (2017). Twenty-First Century Skills and Global Education Roadmaps. S.K.W. Chu, R.B. Reynolds, N.J. Tavares, M. Notari, C.W.Y. Lee (Eds.) In 21st Century Skills Development Through Inquiry-Based Learning, pg.17-32, Singapore: Springer Science+Business Media.
  • Dandy, J., & Nettelbeck, T. (2002) A cross-cultural study of parents' academic standards and educational aspirations for their children, Educational Psychology: An International Journal of Experimental Educational Psychology, 22 (5), 621-627. doi: 10.1080/0144341022000023662.
  • Davis-Kean, P. D. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294–304. doi: 10.1037/0893-3200.19.2.294
  • Davis-Kean, P., & Sexton, H. (2009) Race differences in parental influences on child achievement Merrill-Palmer Quarterly, 55 (3), 285-318.
  • Daymaz, S. (2012). The analysis of the relationship between 7th grade of primary school students’ parents’expectations and the test anxiety. Unpublished Master Thesis, Istanbul: University of Yeditepe.
  • Epstein, J. (2016). Parent’s reactions to teachers practices of parent involvement. J.L.Epstein (Eds), In School, Family and Community Partnerships, pg. 150, PA: Westview Press
  • Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Teachers’ and school administrators’ views of parent involvement in education process. Educational Administration: Theory and Practice, 16(3), 399-431.
  • Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22.
  • Fleischmann, F., & de Haas, A. (2016). Explaining parents' school involvement: The role of ethnicity and gender in the Netherlands. The Journal of Educational Research, 109 (5), 554-565. doi: 10.1080/00220671.2014.994196
  • Goldenberg, C., Gallimore, R., Reese, L., & Garnier, H. (2001). Cause or effect? A longitudinal study of immigrant Latino parents' aspirations and expectations, and their children's school performance. American Educational Research Journal, 38 (3), 547–582. doi: 10.3102/00028312038003547
  • Hao, L., & Bonstead-Burns, M. (1998). Parent-child differences in educational expectations and the academic achievement of immigrant and native students. Sociology of Education, 71 (3), 175–198.
  • Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. doi: 10.1037/a0015362
  • Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Clossen, K.E. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal,106(2): 105-130.
  • Jacobs, J. E., Davis-Kean, P., Bleeker, M., Eccles, J. S., & Malachuk, O. (2005). I can, but I don’t want to: The impact of parents, interests, and activities on gender differences in math. In Gallagher, M. Ann, J. C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 246–263). New York, NY: Cambridge University Press.
  • Jeynes, W. H. (2003). A Meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35 (2): 202–218. doi: 10.1177/0013124502239392
  • Jeynes, W. H. (2007). The relationship between parental ınvolvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82-110. doi: 10.1177/0042085906293818
  • Kaya, Ö., & Bacanlı, H. (2016). Developing a Model to Explain Perceptions of Parental Involvement to Education. Hacettepe University Journal of Education, 31(2), 410-423. doi:10.16986/HUJE.2015014092
  • Kirk, C. M., Lewis‐Moss, R.K., Corinne Nilsen, C., & Colvin, D.Q. (2011). The role of parent expectations on adolescent educational aspirations, Educational Studies, 37:1, 89-99. doi: 10.1080/03055691003728965
  • Lindberg, E.N. (2013). Turkish parents’ and teachers’ opinions towards parental participation in a rural area. Middle-East Journal of Scientific Research, 17(3): 321-328. doi: 10.5829/idosi.mejsr.2013.17.03.12150
  • Miles, B., M., & Huberman, A., M. (1994). Qualitative data analysis (2. Ed.). London: Sage Publication.
  • Ministry of National Education (General Directorate of Measurement, Evaluation and Examination Services) (2016). International Student Assessment Program: PISA 2015 Evaluation Report. U. E. Taş, Ö. Arıcı, H.B. Ozarkan, B. Özgürlük (Eds). Ankara. Retrieved from: http://pisa.meb.gov.tr/wp-content/uploads/2016/12/PISA2015_Ulusal_Rapor1.pdf
  • Mistry, R., White, E., Benner, A. & Huynh, V. (2009). A longitudinal study of the simultaneous influence of mothers' and teachers' educational expectations on low-income youth's academic achievement. Journal of Youth and Adolescence, 38, 826-838. doi: 10.1007/s10964-008-9300-0
  • Murray, A. (2012). The relationship of parenting style to academic achievement in middle childhood. The Irish Journal of Psychology, 33 (4), 137-152. doi: 10.1080/03033910.2012.724645
  • Neuenschwander, M. P., Vida, M., Garret, J. L., & Eccles, J. (2007). Parent's expectations and students' achievement in two western nations. International Journal of Behavioral Development, 31(6), 594–602. doi: 10.1177/0165025407080589
  • Patrikakou, E.N. (2008). The power of parent involvement: Evidence, ideas, and tools for student success. Lincoln, IL: The Center on Innovation and Improvement. Retrieved from http://www.centerii.org/search/Resources/PowerParInvolve.pdf
  • Phillipson, S., & Phillipson, S. N. (2007). Academic expectations, belief of ability, and involvement by parents as predictors of child achievement: A cross-cultural comparison. Educational Psychology, 27(3),329–348. doi: 10.1080/01443410601104130
  • Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83-92. doi:10.1016/j.intell.2006.05.004
  • Räty, H., Leinonen, T., & Snellman, L. (2002). Parents' educational expectations and their socialpsychological patterning. Scandinavian Journal of Educational Research, 46 (2), 129–144. Retrieved from: http://blogs.ubc.ca/newproposals/files/2009/03/education_parents_expectation.pdf
  • Rutchick, A. M., Smyth, J. M., Lopoo, L. M., & Dusek, J. B. (2009). Great expectations: The biasing effects of reported child behavior problems on educational expectancies and subsequent academic achievement. Journal of Social and Clinical Psychology, 28(3), 392–413. doi: 10.1521/jscp.2009.28.3.392
  • Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80-90. doi:10.1016/j.lindif.2008.05.004
  • Stull, J.C. (2013). Family socioeconomic status, parent expectations, and a child’s achievement Research in Education, 90 (1), 53-67. doi: 10.7227/RIE.90.1.4
  • Ünal, A., Yıldırım, A., & Çelik, M. (2010). Analysis of perceptions of primary school principals and teachers about parents. Selçuk University The Journal of Institute of Social Sciences, 23, 261-272. Retrived from: https://docplayer.biz.tr/31155666-Selcuk-universitesi-sosyal-bilimler-enstitusu-dergisi-23-ali-unal-atila-yildirim-methi-celik.html
  • Walkey, F., McClure, J., Meyer, L., & Weir, K. (2013). Low expectations equal no expectations: Aspirations, motivation, and achievement in secondary school. Contemporary Educational Psychology 38 (4), 306–315. doi: 10.1016/j.cedpsych.2013.06.004
  • Wang, D.B. (2004). Family background factors and mathematics success: A comparison of Chinese and US students. International Journal of Educational Research, 41 (1), 40–54. doi:10.1016/j.ijer.2005.04.013
  • Wang, M., & Fredricks, J.A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85 (2), 722-737. doi: 10.1111/cdev.12138.
  • Yamamoto, Y., & Holloway S. (2010). Parental expectations and children's academic performance in sociocultural context. Educational Psychology Review, 22, 189–214. doi: 10.1007/s10648-010-9121-z

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

Year 2019, Volume: 6 Issue: 2, 150 - 160, 27.11.2019
https://doi.org/10.33710/sduijes.596569

Abstract

Previous studies
showed that high parental expectations are linked to student motivation to
achieve in school, social resilience, aspirations to attend college, high
grades, to achieve high scores on standardized tests, and persist longer in
school. Adding to these direct effects, parent expectations have been stated as
affecting student outcomes indirectly through parental beliefs and perceived
efficacy in providing academic support to their children. In this study, it was
aimed to examine the parental expectations of their youths’ academic success
and future educational career. Thirty-five mothers and 15 fathers whose
children were in the eighth grade were interviewed. In the semi-structured
interview, fifty parents were asked the factors affecting their expectations,
if they share their expectations with their youths, if there are any
differences between parents’ and youths’ own expectations. Thematic analysis
technique was applied to the transcribed data. The results showed that although
there were differences between expected and current situation of academic
success of youths, parents mentioned their expectation that their youths’
academic success will be good because of the youths’ own ability or effort. On
the other hand, parents’ expectation is not based on the current situation of
the youth’s academic success but based on the parents’ aspiration.

References

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101. doi: 10.1191/1478088706qp063oa
  • Carpenter, D. M. (2008). Expectations, aspirations, and achievement among Latino students of immigrant families. Marriage and Family Review, 43, 164–185. doi: 10.1080/01494920802013078
  • Chu, S.K.W., & Reynolds, R.B., Tavares, N.J., Notari, M., Lee, C.W.Y. (2017). Twenty-First Century Skills and Global Education Roadmaps. S.K.W. Chu, R.B. Reynolds, N.J. Tavares, M. Notari, C.W.Y. Lee (Eds.) In 21st Century Skills Development Through Inquiry-Based Learning, pg.17-32, Singapore: Springer Science+Business Media.
  • Dandy, J., & Nettelbeck, T. (2002) A cross-cultural study of parents' academic standards and educational aspirations for their children, Educational Psychology: An International Journal of Experimental Educational Psychology, 22 (5), 621-627. doi: 10.1080/0144341022000023662.
  • Davis-Kean, P. D. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294–304. doi: 10.1037/0893-3200.19.2.294
  • Davis-Kean, P., & Sexton, H. (2009) Race differences in parental influences on child achievement Merrill-Palmer Quarterly, 55 (3), 285-318.
  • Daymaz, S. (2012). The analysis of the relationship between 7th grade of primary school students’ parents’expectations and the test anxiety. Unpublished Master Thesis, Istanbul: University of Yeditepe.
  • Epstein, J. (2016). Parent’s reactions to teachers practices of parent involvement. J.L.Epstein (Eds), In School, Family and Community Partnerships, pg. 150, PA: Westview Press
  • Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Teachers’ and school administrators’ views of parent involvement in education process. Educational Administration: Theory and Practice, 16(3), 399-431.
  • Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22.
  • Fleischmann, F., & de Haas, A. (2016). Explaining parents' school involvement: The role of ethnicity and gender in the Netherlands. The Journal of Educational Research, 109 (5), 554-565. doi: 10.1080/00220671.2014.994196
  • Goldenberg, C., Gallimore, R., Reese, L., & Garnier, H. (2001). Cause or effect? A longitudinal study of immigrant Latino parents' aspirations and expectations, and their children's school performance. American Educational Research Journal, 38 (3), 547–582. doi: 10.3102/00028312038003547
  • Hao, L., & Bonstead-Burns, M. (1998). Parent-child differences in educational expectations and the academic achievement of immigrant and native students. Sociology of Education, 71 (3), 175–198.
  • Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. doi: 10.1037/a0015362
  • Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Clossen, K.E. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal,106(2): 105-130.
  • Jacobs, J. E., Davis-Kean, P., Bleeker, M., Eccles, J. S., & Malachuk, O. (2005). I can, but I don’t want to: The impact of parents, interests, and activities on gender differences in math. In Gallagher, M. Ann, J. C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 246–263). New York, NY: Cambridge University Press.
  • Jeynes, W. H. (2003). A Meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35 (2): 202–218. doi: 10.1177/0013124502239392
  • Jeynes, W. H. (2007). The relationship between parental ınvolvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82-110. doi: 10.1177/0042085906293818
  • Kaya, Ö., & Bacanlı, H. (2016). Developing a Model to Explain Perceptions of Parental Involvement to Education. Hacettepe University Journal of Education, 31(2), 410-423. doi:10.16986/HUJE.2015014092
  • Kirk, C. M., Lewis‐Moss, R.K., Corinne Nilsen, C., & Colvin, D.Q. (2011). The role of parent expectations on adolescent educational aspirations, Educational Studies, 37:1, 89-99. doi: 10.1080/03055691003728965
  • Lindberg, E.N. (2013). Turkish parents’ and teachers’ opinions towards parental participation in a rural area. Middle-East Journal of Scientific Research, 17(3): 321-328. doi: 10.5829/idosi.mejsr.2013.17.03.12150
  • Miles, B., M., & Huberman, A., M. (1994). Qualitative data analysis (2. Ed.). London: Sage Publication.
  • Ministry of National Education (General Directorate of Measurement, Evaluation and Examination Services) (2016). International Student Assessment Program: PISA 2015 Evaluation Report. U. E. Taş, Ö. Arıcı, H.B. Ozarkan, B. Özgürlük (Eds). Ankara. Retrieved from: http://pisa.meb.gov.tr/wp-content/uploads/2016/12/PISA2015_Ulusal_Rapor1.pdf
  • Mistry, R., White, E., Benner, A. & Huynh, V. (2009). A longitudinal study of the simultaneous influence of mothers' and teachers' educational expectations on low-income youth's academic achievement. Journal of Youth and Adolescence, 38, 826-838. doi: 10.1007/s10964-008-9300-0
  • Murray, A. (2012). The relationship of parenting style to academic achievement in middle childhood. The Irish Journal of Psychology, 33 (4), 137-152. doi: 10.1080/03033910.2012.724645
  • Neuenschwander, M. P., Vida, M., Garret, J. L., & Eccles, J. (2007). Parent's expectations and students' achievement in two western nations. International Journal of Behavioral Development, 31(6), 594–602. doi: 10.1177/0165025407080589
  • Patrikakou, E.N. (2008). The power of parent involvement: Evidence, ideas, and tools for student success. Lincoln, IL: The Center on Innovation and Improvement. Retrieved from http://www.centerii.org/search/Resources/PowerParInvolve.pdf
  • Phillipson, S., & Phillipson, S. N. (2007). Academic expectations, belief of ability, and involvement by parents as predictors of child achievement: A cross-cultural comparison. Educational Psychology, 27(3),329–348. doi: 10.1080/01443410601104130
  • Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83-92. doi:10.1016/j.intell.2006.05.004
  • Räty, H., Leinonen, T., & Snellman, L. (2002). Parents' educational expectations and their socialpsychological patterning. Scandinavian Journal of Educational Research, 46 (2), 129–144. Retrieved from: http://blogs.ubc.ca/newproposals/files/2009/03/education_parents_expectation.pdf
  • Rutchick, A. M., Smyth, J. M., Lopoo, L. M., & Dusek, J. B. (2009). Great expectations: The biasing effects of reported child behavior problems on educational expectancies and subsequent academic achievement. Journal of Social and Clinical Psychology, 28(3), 392–413. doi: 10.1521/jscp.2009.28.3.392
  • Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80-90. doi:10.1016/j.lindif.2008.05.004
  • Stull, J.C. (2013). Family socioeconomic status, parent expectations, and a child’s achievement Research in Education, 90 (1), 53-67. doi: 10.7227/RIE.90.1.4
  • Ünal, A., Yıldırım, A., & Çelik, M. (2010). Analysis of perceptions of primary school principals and teachers about parents. Selçuk University The Journal of Institute of Social Sciences, 23, 261-272. Retrived from: https://docplayer.biz.tr/31155666-Selcuk-universitesi-sosyal-bilimler-enstitusu-dergisi-23-ali-unal-atila-yildirim-methi-celik.html
  • Walkey, F., McClure, J., Meyer, L., & Weir, K. (2013). Low expectations equal no expectations: Aspirations, motivation, and achievement in secondary school. Contemporary Educational Psychology 38 (4), 306–315. doi: 10.1016/j.cedpsych.2013.06.004
  • Wang, D.B. (2004). Family background factors and mathematics success: A comparison of Chinese and US students. International Journal of Educational Research, 41 (1), 40–54. doi:10.1016/j.ijer.2005.04.013
  • Wang, M., & Fredricks, J.A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85 (2), 722-737. doi: 10.1111/cdev.12138.
  • Yamamoto, Y., & Holloway S. (2010). Parental expectations and children's academic performance in sociocultural context. Educational Psychology Review, 22, 189–214. doi: 10.1007/s10648-010-9121-z
There are 38 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

E.nihal Lindberg 0000-0003-4028-8742

Erdal Yıldırım This is me 0000-0002-8726-5903

Özlem Elvan This is me 0000-0002-1357-966X

Dürdane Öztürk This is me 0000-0003-0177-6620

Serpil Recepoğlu 0000-0002-4189-4456

Publication Date November 27, 2019
Acceptance Date November 19, 2019
Published in Issue Year 2019 Volume: 6 Issue: 2

Cite

APA Lindberg, E., Yıldırım, E., Elvan, Ö., Öztürk, D., et al. (2019). Parents’ Educational Expectations: Does It Matter for Academic Success?. SDU International Journal of Educational Studies, 6(2), 150-160. https://doi.org/10.33710/sduijes.596569
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License.

ISSN:2148-9068