ERIC Number: EJ1102842
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
The Influence of Perceived Parental Expectations and Pressures on Women's Academic Achievement during the First Year of College
Furry, Allyson N.; Sy, Susan R.
Journal of The First-Year Experience & Students in Transition, v27 n1 p49-67 Spr 2015
Previous research has examined the relationship between parental expectations and student academic performance. However, less attention has been given to the role of different parental pressures in students' achievement during their first semester of college. The purpose of this study is to examine the influence of perceived parental expectations and pressures on female college students' academic performance. A sample of 620 female students from two large, public universities completed an online survey measuring perceived parental expectations and various types of pressure. Results showed a negative relationship between levels of perceived parental expectations and pressures and fall semester grade point averages (GPA). However, the significance of these relationships varied by ethnic group. Results from this study have important implications for parents and educators. Resources from educators and support from parents should be provided to students to promote academic success, especially among female college students.
Descriptors: Expectation, Parent Attitudes, Parent Influence, College Freshmen, Academic Achievement, Females, Online Surveys, Stress Variables, Correlation, Grade Point Average, Ethnic Groups, Racial Differences, Comparative Analysis, Statistical Analysis, Hispanic American Students, Asian American Students, White Students, Educational Attainment, Likert Scales, Multivariate Analysis, Regression (Statistics)
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: email@example.com; Web site: http://sc.edu/fye/journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A