Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysis
Whether parental educational expectations for adolescents serve as a source of motivation or stress depends on the extent to which adolescents hold expectations for themselves. Previous research on the discrepancies between parental and adolescent educational expectations and their impact on learnin...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-03-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1288644/full |
| _version_ | 1797254037463105536 |
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| author | Youzhi Song Youzhi Song Jianjun Wu Jianjun Wu Jianjun Wu Zongkui Zhou Zongkui Zhou Yuan Tian Yuan Tian Weina Li Weina Li Weina Li Heping Xie |
| author_facet | Youzhi Song Youzhi Song Jianjun Wu Jianjun Wu Jianjun Wu Zongkui Zhou Zongkui Zhou Yuan Tian Yuan Tian Weina Li Weina Li Weina Li Heping Xie |
| author_sort | Youzhi Song |
| collection | DOAJ |
| description | Whether parental educational expectations for adolescents serve as a source of motivation or stress depends on the extent to which adolescents hold expectations for themselves. Previous research on the discrepancies between parental and adolescent educational expectations and their impact on learning engagement has been limited by traditional statistical tests, and lacking an examination of the internal mediating mechanism of parent–child relational quality from both parental and adolescent perspectives. This cross-sectional study, utilizing a multi-informant design, examined the association between discrepancies in parents’ and adolescents’ reports of expectations, and adolescents’ study engagement, as well as the mediating role of parent–child relational qualities perceived by both parties. The sample for this study consisted of 455 adolescents and their parents from 10 classes in a junior high school in Wuhan, Hubei Province, China. The adolescents had an average age of 12.8 years, and 51.6% of them were boys. Both parents and adolescents reported on their expectations and perceived relational quality, while adolescents also filled out questionnaires assessing their learning engagement. Data were analyzed using polynomial regressions with response surface analysis. The results revealed that when adolescents reported high expectations, regardless of whether their parents reported high or low expectations, adolescents reported satisfied relationships and high learning engagement. In contrast, parents reported satisfied relationships when both parties reported high expectations, or when parents reported higher expectations than adolescents. Lastly, the association between discrepancies in expectations and learning engagement was significantly mediated by adolescent-reported relationships but not parent-reported ones. These findings highlight the importance of considering multiple perspectives when studying the association between expectations and adolescent study engagement. This research advances our comprehension of the dynamics between parent-adolescent educational expectation discrepancies and adolescent learning engagement, offering insights for more nuanced and effective parenting strategies tailored to foster optimal educational outcomes. |
| first_indexed | 2024-04-24T21:43:35Z |
| format | Article |
| id | doaj.art-5f52c8029bbb4f938c78256a202e5b71 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-24T21:43:35Z |
| publishDate | 2024-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-5f52c8029bbb4f938c78256a202e5b712024-03-21T05:10:25ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-03-011510.3389/fpsyg.2024.12886441288644Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysisYouzhi Song0Youzhi Song1Jianjun Wu2Jianjun Wu3Jianjun Wu4Zongkui Zhou5Zongkui Zhou6Yuan Tian7Yuan Tian8Weina Li9Weina Li10Weina Li11Heping Xie12Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, ChinaSchool of Psychology, Central China Normal University, Wuhan, ChinaKey Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, ChinaSchool of Psychology, Central China Normal University, Wuhan, ChinaWuhan South Lake Middle School, Wuhan, ChinaKey Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, ChinaSchool of Psychology, Central China Normal University, Wuhan, ChinaKey Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, ChinaSchool of Psychology, Central China Normal University, Wuhan, ChinaKey Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, ChinaSchool of Psychology, Central China Normal University, Wuhan, ChinaDepartment of Management, Hunan Policy Academy, Changsha, ChinaSchool of Fundamental Education, South China Normal University, Shanwei, ChinaWhether parental educational expectations for adolescents serve as a source of motivation or stress depends on the extent to which adolescents hold expectations for themselves. Previous research on the discrepancies between parental and adolescent educational expectations and their impact on learning engagement has been limited by traditional statistical tests, and lacking an examination of the internal mediating mechanism of parent–child relational quality from both parental and adolescent perspectives. This cross-sectional study, utilizing a multi-informant design, examined the association between discrepancies in parents’ and adolescents’ reports of expectations, and adolescents’ study engagement, as well as the mediating role of parent–child relational qualities perceived by both parties. The sample for this study consisted of 455 adolescents and their parents from 10 classes in a junior high school in Wuhan, Hubei Province, China. The adolescents had an average age of 12.8 years, and 51.6% of them were boys. Both parents and adolescents reported on their expectations and perceived relational quality, while adolescents also filled out questionnaires assessing their learning engagement. Data were analyzed using polynomial regressions with response surface analysis. The results revealed that when adolescents reported high expectations, regardless of whether their parents reported high or low expectations, adolescents reported satisfied relationships and high learning engagement. In contrast, parents reported satisfied relationships when both parties reported high expectations, or when parents reported higher expectations than adolescents. Lastly, the association between discrepancies in expectations and learning engagement was significantly mediated by adolescent-reported relationships but not parent-reported ones. These findings highlight the importance of considering multiple perspectives when studying the association between expectations and adolescent study engagement. This research advances our comprehension of the dynamics between parent-adolescent educational expectation discrepancies and adolescent learning engagement, offering insights for more nuanced and effective parenting strategies tailored to foster optimal educational outcomes.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1288644/fullparent-adolescent educational expectationsdiscrepanciespolynomial regressionsrelationship qualityresponse surface analysisstudy engagement |
| spellingShingle | Youzhi Song Youzhi Song Jianjun Wu Jianjun Wu Jianjun Wu Zongkui Zhou Zongkui Zhou Yuan Tian Yuan Tian Weina Li Weina Li Weina Li Heping Xie Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysis Frontiers in Psychology parent-adolescent educational expectations discrepancies polynomial regressions relationship quality response surface analysis study engagement |
| title | Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysis |
| title_full | Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysis |
| title_fullStr | Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysis |
| title_full_unstemmed | Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysis |
| title_short | Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysis |
| title_sort | parent adolescent discrepancies in educational expectations relationship quality and study engagement a multi informant study using response surface analysis |
| topic | parent-adolescent educational expectations discrepancies polynomial regressions relationship quality response surface analysis study engagement |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1288644/full |
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