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<p>In this study, mixed methods were used to investigate: a) the relationships among students’ perceived educational expectations, learning beliefs, and academic achievement and b) the intergenerational transmission process of educational expectations within the family system. For these purposes, 1,141 Chinese middle school students were recruited to respond to a questionnaire, following which 25 students and their parents were invited to participate in interviews. There were two major findings from this study. First, students who did not perceive specific mathematics achievement expectations from their parents had learning beliefs and academic achievement comparable to those who perceived moderate mathematical educational expectations. Second, the intergenerational transmission process of educational expectations in the family system requires at least three steps: parental communication, student perception, and student interpretation. Potential information distortion can occur at each link in this chain. This paper proposes a theoretical model to explain the process of intergenerational transmission of educational expectations and further explores the possible reasons behind intergenerational transmission bias.</p>

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How do parents communicate and students receive their expectations in mathematics?

  • 期刊论文

  • 发表日期：

    2025年4月30日

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  • Guangming Wang,
  • Hongkun Zhai,
  • Yueyuan Kang,
  • Jinfa Cai

摘要

In this study, mixed methods were used to investigate: a) the relationships among students’ perceived educational expectations, learning beliefs, and academic achievement and b) the intergenerational transmission process of educational expectations within the family system. For these purposes, 1,141 Chinese middle school students were recruited to respond to a questionnaire, following which 25 students and their parents were invited to participate in interviews. There were two major findings from this study. First, students who did not perceive specific mathematics achievement expectations from their parents had learning beliefs and academic achievement comparable to those who perceived moderate mathematical educational expectations. Second, the intergenerational transmission process of educational expectations in the family system requires at least three steps: parental communication, student perception, and student interpretation. Potential information distortion can occur at each link in this chain. This paper proposes a theoretical model to explain the process of intergenerational transmission of educational expectations and further explores the possible reasons behind intergenerational transmission bias.