Parental expectations, learning self-efficacy, and academic achievement: a study on primary school pupils

This study delved into the relationship between parental expectations, learning self-efficacy, and pupils' academic achievement. Questionnaires and interviews were administered to parents and pupils in Pingdingshan primary schools. The findings revealed that parental expectations vary with family factors. They are comprehensive in primary schools, yet overly emphasize academic performance. High expectations can cause stress and negatively affect mental health. Parental expectations are conveyed through diverse means but do not effectively enhance students' self-efficacy. The structural model indicates that self-efficacy mediates the influence of parental expectations on academic achievement, yet the current outcomes are suboptimal. The research advocates for parents to adjust expectations, employ appropriate methods, and prioritize children's holistic development.