The role of child's gender and academic achievement in the perception of parental expectation of academic achievement

• Main Authors: Dalisay, Dalisay D., Dy, Marianne Regina T., Miranda, Josephine P.
• Format: text
• Language: English
• Published: Animo Repository 1998
• Subjects: Academic achievement; Children > Genetic aspects; Expectation (Psychology); Education > Parent participation; Performance in children
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/6103
• Institution: De La Salle University

The role of child's gender and academic achievement on perceived parental expectation on academic achievement was investigated in this study involving 140 first year students, composed of four groups, with 35 students per group. The four groups included in the study were: the honors' class for the boys, the honors' class for the girls, a regulars' class for the boys, and a regulars' class for the girls. It was hypothesized that perceptions of mothers and fathers on achievement differ among boys and girls, and honor and non-honor students. An FGD was conducted with 10 honor students to derive items to measure parental behavior, as indicators of expectations on academic achievement. A twenty-item questionnaire was administered, and data were analyzed by taking the t-scores. Findings revealed that if students are grouped according to gender, females perceived that their parents, specifically their mothers to have higher expectations on their academic achievement. When students are grouped according to academic achievement, honor students perceived their parents to expect more from them, than did the non-honors' group. Mothers were also perceived to have higher expectations on academic achievement.