Parental Expectations and Academic Performance: Understanding the Impact of Perceived Parental Pressure on Adolescent Achievement

Abstract

Background: Understanding how adolescents form their academic self-perceptions is essential in educational psychology. Parental expectations are often cited as influential, yet the role of socioeconomic status (SES) as a moderating factor in this dynamic remains underexplored. This study investigates how teenagers assess their academic success, perceive their parents' expectations, and whether SES moderates this relationship.

Aims and Objectives: The aim of this study is to explore the relationship between perceived parental expectations and adolescents' academic self-perception. Specifically, it seeks to determine whether parental expectations influence students’ perceived academic performance and if socioeconomic status moderates this relationship. The study also aims to examine potential gender differences in these perceptions.

Methodology: Data were collected from a sample of 60 secondary school students using two self-report instruments: the Perceived Academic Performance Scale (PAPS) and the Perceived Parental Expectations Scale (PPES). Socioeconomic status was recorded and included as a moderating variable. Statistical analyses included linear regression, moderation analysis, and independent samples t-tests.

Results: Findings revealed a small but statistically significant positive relationship between parental expectations and perceived academic performance (β = 0.0504, p = 0.024), suggesting that adolescents tend to rate their academic abilities higher when they perceive greater parental expectations. SES also significantly predicted academic achievement (p = 0.048), indicating that students from higher SES backgrounds typically exhibit more confidence in their academic skills. However, moderation analysis showed that SES did not significantly affect the relationship between parental expectations and perceived academic performance (p = 0.334). Gender comparisons revealed no significant differences in either parental expectations (p = 0.136) or academic self-perception (p = 0.534).

Conclusion: This study highlights the nuanced role parental expectations play in shaping adolescents' academic self-concept, with socioeconomic status independently influencing self-perceived performance but not moderating the expectation-performance link. Gender does not appear to significantly alter these perceptions. These findings underscore the importance of considering multiple psychosocial variables, such as peer support, motivation, and school context, in educational planning. The study advocates for balanced parental involvement and suggests targeted educational policies to support students from lower SES backgrounds. Future research should explore longitudinal trends and additional moderating variables to deepen our understanding of these relationships over time.