scholarly journals Adolescents’ own and parental expectations for cross‐group friendship in the context of societal inequalities

2021 ◽  
Author(s):  
Jeanine Grütter ◽  
Sandesh Dhakal ◽  
Melanie Killen
Keyword(s):  
Parental Expectations

scholarly journals Measuring difficulties in choosing an upper secondary school: Validating of the Parental Expectations, Confusion, Anxiety and Suitability Scale (PeCAS Scale)

2020 ◽  
Vol 16 (4) ◽  
pp. 588-601
Author(s):  
Diego Boerchi
Keyword(s):  
School Choice ◽  
Secondary School ◽  
Concurrent Validity ◽  
Parental Expectations ◽  
Upper Secondary School ◽  
Four Dimensions ◽  
Structure Reliability ◽  
Large Numbers ◽  
Upper Secondary ◽  
Confirmatory Factor

This study was aimed to develop a new questionnaire, on school choice difficulties, with a limited number of items and scales to make it suitable both for pre-screening on large numbers of students and studies which use batteries of many tests. The PeCAS Scale assesses four dimensions, Parental expectations, Confusion, Anxiety, and Suitability, which could be considered the most essential according to previous literature. In total, 1495 students participated in the study. Both exploratory and confirmatory factor analysis supported a four-dimensional factor structure. Reliability and concurrent validity, concerning the process of choosing a school and a scale on career exploration, were also adequate.

Parental Educational Expectations for Adolescents with Disabilities

1996 ◽  
Vol 62 (6) ◽  
pp. 515-523 ◽  
Author(s):  
Linda L. Masino ◽  
Robert M. Hodapp
Keyword(s):  
Students With Disabilities ◽  
Parent Education ◽  
School Performance ◽  
Parental Expectations ◽  
Educational Expectations ◽  
National Sample ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Disability Status ◽  
8Th Grade

This study used a national sample (from the National Education Longitudinal Study of 1988) of 8th-grade students to examine the effects of child disability on parental educational expectations. Four types of disability conditions were included: visual impairment ( n = 97), hearing impairment ( n = 126), deafness ( n = 38), and orthopedic impairment ( n = 61). Controls without disabilities were also included. Although parental expectations were found to be higher for students with disabilities than for those without, student disability status (disabled versus nondisabled) did not contribute significantly to the ability to predict parental expectations. School performance, parent education, and race were found to similarly influence parental educational expectations for students with and without disabilities.

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