Perceived Parental Expectations and Level of Stress among Adolescents: A Cross Sectional Study at Bagalkot

Background: Parental support is needed for every school student to achieve their academics and career expectations. However, when parents have high expectations rather than support, it would reflect in academics and career expectations of their children. When they could not achieve their parents’ expectations, it prompts stress and impacts their academic achievement and career expectations. Aims: The aim of the study was to find out the correlation between perceived parental expectations and level of stress among adolescents and its association with their socio-demographic variables. Methodology: A structured questionnaire was developed to collect the demographic information, perceived parental expectations among adolescents was measured using structured rating scale and level of stress of adolescents was measured using Modified dave smith’s stress scale from a sample of 100 adolescents who are studying in 8th, 9th and 10th standards of Shri B.V.V sangha`s English Medium High School, Vidyagiri at Bagalkot in Karnataka state India, were selected by disproportionate stratified random sampling technique. Data were analyzed using descriptive and inferential statistics. Findings: Majority (48%) of parental expectations of adolescents had high expectations and majority (53%) of adolescents had moderate stress. A positive correlation (r=0.296) found between parental expectations and stress among adolescents. A significant association was found between the perceived parental expectations and birth order (χ2= 13.079; P<0.05) and number of siblings (χ2= 24.637; P<0.05) and a significant association was found between level of stress and family income (χ2= 14.710; P<0.05) and birth order (χ2= 15.416; P<0.05). Conclusion: The overall findings of the study revealed that, there was a positive correlation found between the perceived parental expectations and level of stress among adolescents. Keywords: Perceived parental expectations, stress and adolescents.

Dimensions of physical activity as related to child attention-deficit/hyperactivity disorder symptoms and impairment

In efforts to explore adjunct/alternative treatments for ADHD, this study investigated the associations between dimensions of physical activity (PA) and children’s ADHD symptoms and impairment. Current evidence-based treatments include medication and behaviour management, but there is widespread consensus that more treatment options are desirable. Although there is increasing support for PA as an adjunct/alternative to existing treatment for ADHD, the interplay of specific dimensions of PA has not been studied. Fifty-one parents of children aged 6–12 years with ADHD filled out questionnaires. Hierarchical regression analysis indicated that only some dimensions of PA explained a statistically significant portion of the variance in ADHD symptoms, beyond that explained by typical demographic variables. PA dimensions did not account for a statistically significant portion of ADHD impairment. Refining the measurement of how long children have engaged in PA is a key step in generating evidence for PA as an adjunct or alternate treatment for ADHD, and developing guidelines to manage parental expectations for this treatment in the benefit of their children.

I’m Helping My Son Get Into College; He Is My First Priority

Black male college graduation gaps pose critical questions for parents, teachers, policymakers, and the Black community. Black males face systemic challenges that derail them from higher education. This research, drawing on a larger study, investigated Black parental expectations, strategies, and activities used to cultivate academic success and foster the development of college aspiration in high schoolaged sons. The findings revealed a central theme of parenting with intent, that Black parents: (1) reinforced the importance of school and learning in a family-school nexus; (2) fostered a strong value of attending and completing college to attain success; (3) held high expectations that “set the bar” for academic excellence; (4) instilled class consciousness to develop an awareness of the utility of college; (5) aided in the development of responsibility, agency, and self-efficacy; and (6) evidenced a commitment to their sons as their “first priority” by helping them navigate the college admissions process.

The Effects of Parental High Expectations on Middle School Students’ Overall Achievement

Positive influence of parental involvement on their children’s academic performance has been widely reported and proved in a good number of research. However, little attention has been given to the negative influence that the high parental expectations may cause to their children performance and motivation. This current study investigates the parental high expectations on their children academic achievement and motivation. It also attempts to explore the adolescents’ perception of the influence of their parent’ expectations on their motivation. To do this, 160 middle and high school students in a public school were surveyed and seven were interviewed to collect data. The results showed that children achievement did not seem to get noticeably worse at a certain task that were pressured into doing, but rather they got exactly what their parents want from them. They also revealed that parents usually decide the expectations without estimating their children’s abilities and interests. Based on the results analysis, some implications and recommendations are provided for parents and educators to consider supporting adolescents in their academic journey.

Do parents count for their children's mathematics achievement?

The purpose of this study is to evaluate the relationship between parental involvement and student mathematics achievement using a structural equa¬tion modeling approach. Data from a representative sample of fourth-grade students, and their parents, from 14 different European countries participating in TIMSS (Trends in International Mathematics and Science Study) were analyzed. The model was successful in explaining the TIMSS scores in mathematics: the predicted model showed a good fit to the data, with 31% of the variance explained. The results showed that SES contributed to the prediction of performance in mathematics. However, the results showed also the positive and signifi¬cant effects of parental involvement factors - especially parental expectations for their children's academic attainment - mediating the relationship between SES and TIMSS math achievement. Thus, increasing parental par¬ticipation could be a useful intervention to reduce SES-related differences in performance.

Adolescent athletes' physical self-concept mediates the relationship between parental expectations and athletes' sports achievement

We examined the relationships between parental expectations and the physical self-concept and sports achievement of their adolescent children, and investigated the mediating role of the adolescent athletes' physical self-concept in the relationship between parental expectations and adolescents' sports achievement. A survey was conducted with 385 junior high school students taking physical education classes in Taiwan. The results show that parental expectations had a positive effect on adolescents' physical self-concept, and that adolescents' physical selfconcept had a positive effect on their sports achievement. In addition, the results revealed a full mediating effect, indicating that higher expectations by parents that their children would get high scores and perform better improved adolescents' physical self-concept, which, in turn, positively influenced their sports achievement. Our findings confirm the importance of parental expectations for the sports achievement of adolescents, and highlight the importance of individual physical self-concept for the achievement of adolescent athletes.