Parental Expectations and Aspirations: Impacts on Academic Outcomes from School to Pre-University Education – A Review

Abstract

Purpose: This paper examines how parents’ academic expectations shape School and Pre-University students’ learning experiences. Expectations can motivate when balanced, but cause stress when excessive. The review explores this delicate balance, highlighting the role of communication gaps between parents and students and considering cultural differences in how expectations are expressed. The goal is to understand their impact on academic performance and emotional well-being and to suggest ways to foster healthier parent-student relationships.

Methodology: Instead of reporting on one study alone, this paper brings together insights from many different kinds of research. Some studies rely on numbers and statistics, others use interviews and personal stories, and a few combine both. By weaving together these different approaches, the review highlights where researchers agree, where they differ, and what lessons can be learned from their findings.

Results/Analysis: Evidence shows that high but realistic expectations enhance student performance and confidence, whereas overly rigid or extreme expectations can lead to stress, anxiety, and burnout. Peer comparison and fear of failure further affect mental health. Responses vary according to gender, family income, and cultural background. A key finding is that students flourish when parents pair expectations with open communication, understanding, and emotional support.

Originality/Value: This review emphasizes the human dimensions of education- emotions, relationships, and cultural context- beyond grades and exams. It shows that academic support rooted in empathy and balance fosters both achievement and resilience. For parents, educators, and policymakers, these insights offer practical guidance for nurturing young learners without undue pressure.

Type of the paper: Review Article.