Review Of the Factors Affecting Students’ Academic Performance with Regards to Expectation Groups
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Abstract
This review article examines the pivotal role of parental expectations in influencing students' academic performance across various educational levels. It synthesizes diverse findings to underscore the generally positive impact of well-calibrated expectations on students' motivation, engagement, and academic achievement. The review further investigates how students' self-concept, socioeconomic background, and cultural context function as key mediating factors in this relationship. Notably, it addresses the potential adverse outcomes that may result from unrealistic or excessively high parental expectations, such as academic stress, diminished self-esteem, and emotional distress. Drawing from established theoretical perspectives, the review offers a framework for understanding how these complex interactions unfold within the broader educational environment. It emphasizes the importance of adopting a student-centred and culturally responsive approach to parental involvement. The review concludes by providing practical recommendations for educators, parents, and policymakers to cultivate healthy academic environments where expectations are motivating rather than burdensome and where students are supported holistically to achieve their full potential.
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