Title: Exploring the Interplay between Parental Expectations and Academic Performance of Selected Senior High School Students from Tayabas Western Academy


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According to Ho (2009) for a child to succeed, parents exert a lot of influence on their child’s cognitive development in the early years and thus, the contact between home and school should be maintained, especially during the primary school years. Although family background appears to be a powerful determinant of parental involvement, most parents, if duly encouraged, can devote extra time and effort to assisting with their children’s education, both in the home and school settings. 
According to Harris and Goodall (2007), parental involvement can encompass a whole range of activities with or within the school while parents view parental engagement as offering support to students while teachers tend to view it as a means to improved behavior. 
According to Nihat Şad & Gürbüztürk (2013) parents must be considered a constant and principal component of curriculum. They add that success at school is guaranteed if school-based instruction is supported by parents’ involvement at home. Involving parents in education has been reported to yield positive outcomes in many aspects including increased student attendance to and satisfaction with school, better academic achievement, motivation, school attachment, responsibility and confidence, better social adaptation and less discipline problems. 
According to Sapungan, and Sapunga. (2014), if we involve the parents in educating their children, it is tantamount to saying that the school is proactive in implementing changes or development among the students. As parent’s involvement is increased, teachers and school administrators also raise the chance to realize quality reform in education. 
According to Alexander, Entwisle, Blyth, & McAdoo (1988) parental academic and learning expectations regardes as a key feature in their children’s academic achievements. 
As cited by Pinquart & Ebeling (2020) and Yamamoto & Holloway (2010) parental expectations are critical to higher education participation, given parents’ close observation and knowledge of their children’s abilities, as well as their home, school and communal environments. Consequently, parental views of their children’s future educational achievement correlate strongly with eventual educational outcomes. In part, this is due to the way parental perceptions of these factors combine to determine both their attitudes and opinions—and actions—in relation to the educational trajectories of their children. Parental expectations are formed as aspirations moderated by external drivers and barriers to participation, as well as the influence on parents and students of other factors such as perceptions of risk (Raciti, 2019) or student personality traits (Verbree et al., 2021). 
As stated by Anderson (2015) there are a few studies on how parental expectations lead to a higher achievement rate among children; however, there are studies that suggest that excessive parental expectation can be detrimental. These specific studies analyse the patterns of the aftermath of parental expectations and how children respond to them with how much they achieve. Parental expectations also seem to be relevant in explaining students’ academic achievement. 
Grolnick and Slowiaczek (1994) provided a definition of parental involvement that encompasses three categories: behavior, personal, and cognitive/intellectual, and they postulated that parents can be involved in their children’s educations in these three ways. Baker & Stevenson (1986) described behavior involvement as including the behaviors the parents exhibit, such as going to parent-teacher conferences, school assemblies, etc.  
As cited by Bandura et al. (2001) parents' academic expectations are correlated with child learning behaviors. Theorists have suggested that parents with high expectations model and reinforce learning efforts in their children, encouraging children to take on learning challenges and supporting child persistence and problem-solving efforts, based on their beliefs that their children are capable of mastering learning tasks. 

Personal involvement is related to attitude; it is the child’s perception of how the parent feels about school and school related activities, as well as the child’s perception of the parent’s availability (Grolnick & Slowiaczek, 1994). Lareau (1987) provided a definition for cognitive/intellectual involvement, declaring that it includes the act of parents exposing their children to intellectual items and activities, such as books or current events. 
In fact, authors such as (Ma, 2001) or Rubie-Davies, Peterson, Irving, Widdowson, and Dixon (2010) highlighted that they are more relevant than student, peer or teacher expectations in determining students’ future academic outcomes. 
According to Simpkins, Frederick & Eccles (2015) parents with high academic expectations for their children may be particularly motivated to get involved in their child’s schooling both by participating in school events (Hill, 2001) as well as by supporting learning at home (Englund et al., 2004; Halle et al., 1997).
As cited by Allington & Cunningham (2007) some of the pathways by which parental involvement influences school achievement have been identified and as the researchers in the previous sections have asserted, parental involvement is important to a child’s school success. However, not all parents are involved in their children’s educations, and some are dramatically more involved than others. Yet, a lack of school involvement does not necessarily indicate diminished love or care for the child on the part of the parent. A broad explanation for the differences in levels of parental involvement can be partially explained by the work of a few different researchers, which present a variety of influences on parental school involvement. 
According to Hoover-Dempsey et al. (2001) the collective effects of parental participation in homework activities, however, are less directly related to summative assessments of achievement and more related to student self-efficacy, knowledge of effective learning strategies, knowledge of the sources of academic success, and attitudes. Yet, these outcomes are of high importance because they transfer from homework tasks to classroom tasks, where factors outside the parents’ control are related to student achievements. 
According to Samura (2015) parental expectations are generally differentiated from aspirations, where the latter consider desires, goals and wishes that parents have for their children’s achievements instead of realistic expectations. Parental aspirations and expectations are theoretically discrete phrases but maybe sometimes used interchangeably (Fan & Chen 2001; Juang & Silbereisen, 2002) as the first one refers the desire of parents while later refers the realistic beliefs of parents.  
It was explored by Boocock (1972) that, the children perform better and achieve higher grades whose parents are conscious about their academic achievement as compared to those, whose parents don’t take interest in their studies. Goldenberg et al., (2001) stated that high achievers were more likely to arrive from families having higher educational expectations. Said by Seginer & Vermulst (2002) such children are more helpful to others in their studies because their parents cooperate with them in every possible way and supervise them.  
Activities to make them able to get more success. As parents help and support them, the tasks become easy and interesting for them, and these result in the ultimate achievement in learning activities and tasks. Parents, who have high academic expectations of their children, create possible opportunities and environments to make them learn more, this enforces them to participate whole-heartedly in these learning activities resulting in extraordinary achievement (Goldenberg et al., 2001). 
According to Goldenberg et al., (2001) as parents help and support them, the tasks become easy and interesting for them, and these result in the ultimate achievement in learning activities and tasks. Parents, who have high academic expectations of their children, create possible opportunities and environments to make them learn more, this forces them to participate whole-heartedly in these learning activities resulting in extraordinary achievement. 
Said by Gutierrez (2019) students meet parental expectations and their own perceptions about their studies are shaped and guide them to successfully complete their academic targets. 
As cited by Sy, Rowley, & Schulenberg (2005) when parents ponder importance on education and expect high performance in their child’s learning attainment retain to be extra occupied in activities and tasks relevant to studies.  

According to Dandy & Nettelbeck (2002) higher parental expectations than children’s actual abilities can degrade and demotivate them in case of failure to meet the expectations. It was identified that excessive parental expectations may cause stress among students and that negatively impacts their academic achievements (Jones, 2015). 

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