Living Up to Parental Expectations and Academic Performance: Basis on Self-efficacy

Enhancement Program

A research proposal presented to the

Senior High School Department of
First City Providential College

In partial fulfillment of the

requirement for the course
Practical Research 1

Conducted by
Jordan Silanga
11- HUMSS 2

Submitted to
Ms. Jamhelle G. Albay, LPT
Research Adviser

Academic Year 2022-2023

2nd Semester
 FIRST CITY PROVIDENTIAL COLLEGE
City of San Jose del Monte, Bulacan

Table of Contents

Chapter 1: The Problem and its Background

Rationale 1

Theoretical Framework 1

Conceptual Framework 2

Statement of the Problem 3

Scope and Limitations 4

Significance of the Study 4

Definition of Terms 5

Chapter 2: Review of Related Literature and Studies

Conceptual Literature 6

Research Literature 7-8

References 9-10

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Chapter I: The Problem and its Background

Rationale

Understanding that parents have a considerable impact on their children's educational

experiences and outcomes is the foundation for the study of the link between meeting parental
expectations and academic performance. Parents' expectations, attitudes, and views about
their kids' ability to learn and success can have a significant impact on their drive, self-worth,
and general wellbeing.

As indicated by Albert (2002) research has provided important insights into the complex
link between parental expectations and academic performance. For instance, research has
shown that children perform better academically when their parents have reasonable
expectations and show them love, support, and open communication. On the other hand, a
lack of support and unreasonably high expectations for kids can have a negative impact on
their well-being and academic progress.

Overall, looking into the relationship between performing academically and meeting
family expectations helps us comprehend the varied nature of educational success and the
significance of parental influence. It emphasizes the significance of creating a nurturing,
supporting environment that fosters children's academic performance as well as their overall
wellbeing.

Theoretical Framework

According to Albert (1960), Modeling theory, also known as social learning theory or
observational learning theory, is a psychological concept that suggests individuals learn by
observing and imitating the behaviors, attitudes, and emotional reactions of others. Proposed
by psychologist Albert Bandura in the 1960s, modeling theory emphasizes the role of social
interactions and observational learning in shaping human behavior.

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As stated by Albert, Modeling theory refers to a framework or set of principles that guide
the process of constructing and using models in various disciplines. Models are simplified
representations of complex systems or phenomena, designed to help us understand, analyze,

and predict their behavior. Modeling theory provides a systematic approach to creating and
using these models effectively.

Studies are limited where Modeling theory is applicable across various disciplines,
including physics, engineering, economics, social sciences, and environmental sciences. It
provides a framework for researchers and practitioners to conceptualize, develop, and analyze
models, enhancing our understanding of complex systems and facilitating decision-making
processes.

Conceptual Framework

Figure 1 : Paradigm of the Study

Based on this conceptual framework, the study aims to examine the impact of parental
expectations on students' academic performance, with self-efficacy serving as a mediating

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variable. The self-efficacy enhancement program is hypothesized to strengthen students'
self-beliefs and, in turn, positively influence their academic performance.

The moderating variables of parental support and school support may influence the
relationship between parental expectations, self-efficacy, and academic performance. The
study can employ quantitative measures such as surveys, questionnaires, and academic
performance data to collect relevant data from students, parents, and teachers. Statistical
analyses, such as regression or path analysis, can be used to explore the relationships and
interactions among the variables in the conceptual framework, providing insights into the
effectiveness of the self-efficacy enhancement program and the role of parental and school
support in shaping students' academic outcomes.
Statement of the Problem

Statement of the Problem

This study aims that Parents play a significant role in shaping their children's academic
success and future prospects. They often have high expectations for their children's academic
achievements, aiming to provide them with opportunities for a better future. However, the
pressure to live up to these expectations can have both positive and negative effects on
students' academic performance and overall well-being. This statement of the problem seeks to
explore the complex relationship between parental expectations and academic performance,
identifying the challenges students face and the potential impact on their educational
outcomes.

1. How do parental expectations influence students' self-efficacy beliefs, academic motivation,

and goal orientation?

2. How do students respond to the pressure of parental expectations in terms of study habits,
time management, and academic engagement?

3. What role can schools, educators, and policymakers play in creating a supportive
environment that balances parental expectations with student well-being?

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Scope and Limitation

The study will adopt a mixed-methods approach, with limited sources and scope, this
study was bound to achieve its goals with the help of 10 respondents of Senior High School
from First City Providential College, located at Barangay Narra, Francisco Homes, City of San
Jose Del Monte, Bulacan. The online/in-person survey/interview was conducted last June
2023.

Participants will include students from diverse backgrounds, with parents. The
quantitative survey will assess students' self-efficacy beliefs, perceived parental expectations,
and academic performance. The qualitative interviews will delve deeper into the lived
experiences of students, exploring the influence of parental expectations on their self-efficacy
and academic performance.

Significance of the Study

The following audience would benefit from this study.

Students. Students will gain the most from this research more than anybody else since
it focuses on how individuals think, and students are known to be the people who use their
thinking the most. This study will shed light on the potential stressors associated with parental
expectations and how they influence students' self-efficacy and motivation. By identifying the
challenges students face, educators, parents, and policymakers can develop targeted
interventions and support systems to promote student well-being and mitigate the negative
effects of excessive pressure.

Teachers. Teachers are the core of our learning. Therefore, they think as much as how
students do. To provide knowledge to the students they are teaching, they should first know
how to handle themselves as they plan, monitor, evaluate, and instruct. and implement
strategies to educate parents about the potential consequences of unrealistic expectations and
provide resources to support students' well-being. Educators can incorporate self-efficacy
enhancement techniques into their teaching practices, fostering a positive and supportive
learning environment.

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Parents. The findings of this study will provide valuable information for parents, helping
them understand the potential consequences of unrealistic or excessive expectations. By
increasing parental awareness, parents can adjust their expectations and adopt more
supportive approaches that promote their child's self-efficacy and overall academic
performance. This study can bridge the gap between research and practice, providing
evidence-based recommendations to guide parents in nurturing their children's educational
development.

Academic Performance. This indicates the scope of a student's performance in their

academics. Their academic performance can be measured by grades, such as examination
results, scores in quizzes and general average in the school year 2022-2023.

Future Researchers. Future researchers will gain the greatest number of benefits in
this study; This study will serve as a foundation for further research and exploration into related
topics, such as the role of cultural influences, the effectiveness of interventions, and long-term
outcomes of students who have experienced parental pressure. The study's findings will
advance the academic field by providing a comprehensive understanding of the complex
dynamics between parental expectations and academic performance.

Definition of Terms
The following terms were defined operationally.

Self-efficacy Enhancement Program. This refers to an individual's belief in their ability

to effectively execute the necessary actions to produce desired results. It plays a crucial role in
motivation, goal setting, and perseverance in the face of challenges.

Modeling theory. This refers to the idea that changes in behavior, cognition, or
emotional state result from observing someone else’s behavior or the consequences of that
behavior. See observational learning; social learning theory.

Self-efficacy beliefs. This refers to an individual's belief in his or her capacity to execute
behaviors necessary to produce specific performance attainments.

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Chapter II: Review of Related Literature and Studies

This chapter presents the reviewed literature relevant and pertinent to the present study.
The materials consist of books, online articles, electronic resources, scholarly journals and
other reading materials that enabled the researcher in the conceptualization and
operationalization of this research endeavor.

Conceptual Literature
This section of the chapter provides discussion of concepts, constructs principles and
models sourced from books, journals and electronic resources presented in thematic titles.

Parental Expectations and Academic Performance

A study by Jones and Dindia (2019) found that parental expectations significantly
influence students' academic motivation and performance. Chen and colleagues (2018)
discovered a positive correlation between parental expectations and students' academic
achievement, particularly when parents provided emotional support and guidance.
Bandura (1997) emphasized the importance of self-efficacy beliefs in predicting
academic performance. Students with higher self-efficacy tend to exert more effort, set higher
goals, and persist in the face of challenges. Multon and colleagues (1991) conducted a
meta-analysis and found a strong positive relationship between self-efficacy and academic
performance across various domains.
A study by Akos and Galassi (2004) explored the impact of parental expectations on
self-efficacy and found that excessive parental pressure can lead to decreased self-efficacy
and increased anxiety among students. Wang and Holcombe (2010) suggested that parents'
supportive behaviors, such as providing autonomy and constructive feedback, positively
influence students' self-efficacy beliefs.
A study by Pomerantz and colleagues (2007) revealed that students who perceive high
levels of parental pressure are more likely to experience psychological distress and decreased
well-being. LeMoyne and Buchanan (2011) found that excessive parental expectations can
negatively impact students' emotional well-being, leading to higher levels of stress and anxiety.

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Zimmerman and Kitsantas (1997) developed a self-efficacy intervention program that
included goal setting, self-monitoring, and self-reflection exercises.

The program led to significant improvements in students' self-efficacy and academic

performance. Lent and colleagues (2002) developed a self-efficacy intervention program
specifically targeting students from diverse backgrounds. The program focused on enhancing
self-efficacy beliefs and promoting academic achievement.

Eccles and Harold (1996) emphasized the importance of school and teacher support in
buffering the negative effects of parental pressure on students' academic motivation and
performance. A study by González-Cabanach and colleagues (2017) highlighted the positive
influence of teacher support on students' self-efficacy and academic engagement, providing a
counterbalance to parental expectations.

In conclusion, the literature and studies demonstrate that parental expectations significantly
influence students' self-efficacy beliefs and academic performance. Excessive parental
pressure can have negative effects on students' well-being and undermine their self-efficacy.
However, self-efficacy enhancement programs and supportive environments, including school
and teacher support, can mitigate the negative impact of parental expectations and foster
positive academic outcomes. The review underscores the need for interventions that empower
students to navigate parental expectations effectively while maintaining their well-being and
fostering their self-beliefs.

Research Literature
Data consisting of professional literature and research studies particularly taken from
peer-reviewed materials accessed online were presented and highlighted in this part of the
chapter.

Parental Expectations and Academic Performance

A study by Dornbusch et al. (1987) found that high parental expectations were positively
associated with students' academic achievement, motivation, and educational aspirations.
Chao (1994) conducted a study among Chinese-American students and found that the
combination of high parental expectations and high parental involvement was linked to better
academic performance.

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Pajares and Schunk (2001) emphasized the role of self-efficacy in academic

performance, highlighting that students with higher self-efficacy tend to set more challenging
goals, exert more effort, and persevere in the face of difficulties. Honicke and Broadbent (2016)
conducted a meta-analysis and confirmed the positive relationship between self-efficacy and
academic performance across various academic domains. A study by Skaalvik and Hagtvet
(1990) found that parental expectations significantly influenced students' self-efficacy beliefs,
with high expectations leading to higher self-efficacy where the relationship between parental
involvement, self-efficacy, and academic performance and found that parental support and
expectations were positively associated with self-efficacy beliefs.
A study by Huebner et al. (2004) investigated the impact of parental pressure on
students' psychological well-being and found that excessive parental expectations were
associated with higher levels of stress and lower life satisfaction. Grönlund et al. (2011)
explored the effects of parental expectations on adolescents' psychological health and revealed
that unreasonably high expectations were linked to increased anxiety and depressive
symptoms. An intervention study by Mulvaney and Mebert (2007) implemented a self-efficacy
enhancement program for middle school students, focusing on goal setting, self-reflection, and
skill development. The program resulted in improved academic self-efficacy and performance.
Zhang and Wu (2021) developed a self-efficacy enhancement program for college students,
incorporating cognitive-behavioral techniques and goal-setting strategies. The program led to
increased self-efficacy and academic engagement

A study by Wentzel (1991) highlighted the importance of teacher support in mitigating

the negative effects of parental pressure on students' well-being and academic engagement. In
a study by Spera (2005), students who reported high teacher support experienced higher
academic self-efficacy and lower levels of stress related to parental expectations.
In summary, the reviewed literature and studies demonstrate the significant influence of
parental expectations on students' self-efficacy beliefs, academic performance, and well-being.
Excessive parental pressure can have negative effects on students' psychological health and
undermine their self-efficacy. However, self-efficacy enhancement programs and supportive
school environments, including teacher support, can help students navigate parental
expectations, improve their self-efficacy, and foster positive academic outcomes. The findings
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highlight the importance of empowering students to develop resilient self-beliefs while
maintaining a balance between parental expectations and their own well-being.

References

Dornbusch, S. M., Ritter, P. L., Leiderman, H., Roberts, D. F., & Fraleigh, M. J. (1987).
The relation of parenting style to adolescent school performance. Child Development,
https://www.communicationtheory.org/modelling-theory/

Chao, R. K. (1994). Beyond parental control and authoritarian parenting style:

Understanding Chinese parenting through the cultural notion of training. Child Development,
65(4), 1111-1119.

Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy,
self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp.
239-266). Ablex Publishing.

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on

academic performance: A systematic review. Educational Research Review, 17, 63-84.

Skaalvik, E. M., & Hagtvet, K. A. (1990). Academic achievement and self-efficacy: A

meta-analysis. Journal of Educational Psychology, 82(1), 33-40.

Bong, M. (2001). Between- and within-domain relations of academic motivation among

middle and high school students: Self-efficacy, task-value, and achievement goals. Journal of
Educational Psychology, 93(1), 23-34.

Huebner, E. S., Suldo, S. M., Smith, L. C., & McKnight, C. G. (2004). Life satisfaction in
children and youth: Empirical foundations and implications for school psychologists.
Psychology in the Schools, 41(1), 81-93.

Grönlund, H., Sundelin, C., & Michel, G. (2011). Experiences of demands and worry
among adolescent students: A person-oriented approach. School Psychology International,
32(6), 579-597.
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Mulvaney, M. K., & Mebert, C. J. (2007). Self-efficacy and college students with learning
disabilities: A strength-based approach. Learning Disabilities Research & Practice, 22(1),
48-59.

Zhang, S., & Wu, L. (2021). Effects of a self-efficacy intervention program on academic
engagement and academic self-efficacy of university students. Frontiers in Psychology, 12,
635198.

Wentzel, K. R. (1991). Social competence at school: Relation between social

responsibility and academic achievement. Review of Educational Research,
https://plato.stanford.edu/entries/model-theory/

Spera, C. (2005). A review of the relationship among parenting practices, parenting

styles, and adolescent school achievement. Educational Psychology Review,
https://link.springer.com/article/10.1007/s10648-010-9121-z

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