Family socioeconomic status (SES) has a significant influence on children’s academic success and is related to parents’ attitudes toward education. Moreover, according to the expectancy-value theory, parental expectations are linked to their children’s perceptions of school, which, in turn, influences the way their children invest themselves in education. In this study, we aimed to test a part of the theorical expectancy-value family socialization model that links family SES and parental expectations and explore their influences on children’s mathematics self-concept and achievement. This study was conducted in the Chilean context, which is characterized by strong neoliberal educational policies that induce a strong relationship between family economic resources and children’s educational trajectories. We utilized a longitudinal design, and our study sample (N = 157,814 Chilean students) came from a national assessment that was conducted from 2007 to 2013 when students were in their 4th, 8th, and 10th grades. Our results showed that, while controlling for children’s previous mathematics achievement, their final mathematics achievement was influenced by children’s mathematics self-concept, the family socioeconomic and educational context, and parental expectations regarding their children’s academic achievement. Our findings also highlighted that Chilean parents base their expectations on parents’ capacity to support their children’s education as much as on their children’s previous academic achievement.
Agencia de Calidad de la Educación. (n.d.). Base de Datos de la Agencia de Calidad de la Educación [Data files and code books from years 2007, 2011, 2013]. Santiago, Chile.
AreepattamannilS. (2010). Parenting practices, parenting style, and children’s school achievement. Psychological Studies, 55(4), 283–289. https://doi.org/10.1007/s12646-010-0043-0
4.
BanduraA. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51(2), 269–290. https://doi.org/10.1111/1464-0597.00092
5.
BelleiC.CabalinC.OrellanaV. (2014). The 2011 Chilean student movement against neoliberal educational policies. Studies in Higher Education, 39(3), 426–440. https://doi.org/10.1080/03075079.2014.896179
6.
BennerA. D.MistryR. S. (2007). Congruence of mother and teacher educational expectations and low-income youth’s academic competence. Journal of Educational Psychology, 99(1), 140–153. https://doi.org/10.1037/0022-0663.99.1.140
Bravo SanzanaM.Salvo GarridoS.Muñoz PobleteC. (2015). Profiles of Chilean students according to academic performance in mathematics: An exploratory study using classification trees and random forests. Studies in Educational Evaluation, 44, 50–59. https://doi.org/10.1016/j.stueduc.2015.01.002
9.
Bravo SanzanaM.SalvoS.MieresM.MansillaJ.HederichC. (2017). Perfiles de desempeño académico: La importancia de las expectativas familiares [Academic profiles: the importance of parental expectations]. Perfiles Latinoamericanos, 25(50), 361–386. https://doi.org/10.18504/pl2550-016-2017
10.
Brooks-GunnJ.DuncanG. J.BrittoP. R. (1999). Are socioeconomic gradients for children similar to those for adults? Achievement and health of children in the United States. In KeatingD. P.HertzmanC. (Eds.), Developmental health and the wealth of nations: Social, biological, and educational dynamics (pp. 94–124). The Guilford Press.
11.
Brooks-GunnJ.LinverM. R.FauthR. C. (2005). Children’s competence and socioeconomic status in the family and neighborhood. In ElliotA. J.DweckC. S. (Eds.), Handbook of competence and motivation (pp. 414–435). Guilford Publications
12.
ByrneB. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Lawrence Erlbaum.
13.
ContrerasD.SepúlvedaP.BustosS. (2010). When schools are the ones that choose: The effects of screening in chile. Social Science Quarterly, 91(5), 1349–1368. dx.doi.org/10.1111/j.1540-6237.2010.00735.x
14.
CooperK.StewartK. (2013). Does money affect children’s outcomes?: A systematic review. Joseph Rowntree Foundation.
15.
CorvalánJ.García-HuidobroJ. E. (2016). Educación y Mercado: El caso Chileno [Education and market: The Chilean case]. In CorvalánJ.CarrascoA.García-HuidobroJ. E. (Eds.), Mercado escolar y oportunidad educacional. Libertad, diversidad y desigualdad (pp. 17–55). Ediciones UC.
16.
Davis-KeanP. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology: JFP: Journal of the Division of Family Psychology of the American Psychological Association (Division 43), 19(2), 294–304. https://doi.org/10.1037/0893-3200.19.2.294
17.
EcclesJ. (1993). School and family effects on the ontogeny of children’s interests, self-perceptions, and activity choices. In JacobsJ. (Ed.), Nebraska Symposium on Motivation, 1992: Developmental perspectives on motivation (pp. 145–208). University of Nebraska Press.
18.
Eccles (Parsons)J.AdlerT. F.FuttermanR.GoffS. B.KaczalaC. M.MeeceJ. L.MidgleyC. (1983). Expectancies, values, and academic behaviors. In SpenceJ. T. (Ed.), Achievement and achievement motivation (pp. 75–146). W.H. Freeman.
19.
EndersC. K. (2010). Applied missing data analysis. Guilford press.
20.
EspinozaO.GonzálezL. E. (2013). Access to higher education in Chile: A public vs. private analysis. Prospects, 43(2), 199–214. https://doi.org/10.1007/s11125-013-9268-8
21.
FanX.ChenM. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385
22.
FunderD. C.OzerD. J. (2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156–168. https://doi.org/10.1177/2515245919847202
23.
GottfriedA. (1985). Measures of socioeconomic status in child development research: Data and recommendations. Merrill-Palmer Quarterly, 31(1), 85–92. www.jstor.org/stable/23086136
24.
HarterS. (1992). The relationship between perceived competence, affect, and motivational orientation within the classroom: Processes and patterns of change. In BoggianoA. K.PittmanT. S. (Eds.), Cambridge studies in social and emotional development. Achievement and motivation: A social-developmental perspective (pp. 77–114). Cambridge University Press.
HayesA. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). The Guilford Press
27.
IrwinL. G.JohnsonJ. L.HendersonA.DahintenV. S.HertzmanC. (2007). Examining how contexts of daily life influence children’s perspectives of health. Child: Care, Health and Development, 33(4), 353–359. https://doi.org/10.1.1.597.2653&rep=rep1&type=pdf
28.
JacobsJ. E.EcclesJ. S. (2000). Parents, task values, and real-life achievement-related choices. In SansoneC.HarackiewiczJ. M. (Eds.), Intrinsic and extrinsic motivation (pp. 405–439). https://doi.org/10.1016/B978-012619070-0/50036-2
29.
JeynesW. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818
30.
JodlK. M.MichaelA.MalanchukO.EcclesJ. S.SameroffA. (2001). Parents’ roles in shaping early adolescents’ occupational aspirations. Child Development, 72(4), 1247–1266. https://doi.org/10.1111/1467-8624.00345
31.
KlineR. B. (2015). Principles and practice of structural equation modeling. Guilford Press.
LetourneauN. L.Duffett-LegerL.LevacL.WatsonB.Young-MorrisC. (2013). Socioeconomic status and child development: A meta-analysis. Journal of Emotional and Behavioral Disorders, 21(3), 211–224. https://doi.org/10.1177/1063426611421007
34.
MarshH. W.O’MaraA. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34(4), 542–552. https://doi.org/10.1177/0146167207312313
35.
MarshH. W.TrautweinU.LudtkeO.KollerO.BaumertJ. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397–416. dx.doi.org/10.1111/j.1467-8624.2005.00853.x
36.
Ministerio de Educación de Chile. (2014). Estadísticas de la educación 2013 [Educational statistics 2013]. http://bit.ly/2vcCXHH
37.
NeuenschwanderM. P.VidaM.GarrettJ. L.EcclesJ. S. (2007). Parents’ expectations and students’ achievement in two western nations. International Journal of Behavioral Development, 31(6), 594–602. https://doi.org/10.1177/0165025407080589
38.
Organisation for Economic Co-operation and Development (OECD). (2013a). Education at a glance 2013: OECD indicators. OECD. http://dx.doi.org/10.1787/eag-2013-en
39.
Organisation for Economic Co-operation and Development (OECD). (2013b). PISA 2012 Results: Excellence through equity: Giving every student the chance to succeed (vol. II). OECD. dx.doi.org/10.1787/9789264201132-en
40.
Organisation for Economic Co-operation and Development (OECD). (2013c). PISA 2012 results: What makes schools successful? Resources, policies and practices (vol. IV). OECD. dx.doi.org/10.1787/9789264201156-e
41.
PeughJ. L.EndersC. K. (2004). Missing data in educational research: A review of reporting practices and suggestions for improvement. Review of Educational Research, 74(4), 525–556. https://doi.org/10.3102/00346543074004525
42.
RosseelY. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. http://www.jstatsoft.org/v48/i02/
43.
RutchickA. M.SmythJ. M.LopooL. M.DusekJ. B. (2009). Great expectations: The biasing effects of reported child behavior problems on educational expectancies and subsequent academic achievement. Journal of Social and Clinical Psychology, 28(3), 392–413. https://doi.org/10.1521/jscp.2009.28.3.392
44.
Sánchez OñateA.Reyes ReyesF.Villarroel HenríquezV. (2016). Participación y expectativas de los padres sobre la educación de sus hijos en una escuela pública [Parental involvement and expectations about the education of their children in a public school]. Estudios pedagógicos (Valdivia), 42(3), 347–367. dx.doi.org/10.4067/S0718-07052016000400019
45.
SirinS. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
46.
TreviñoE.FraserP.MeyerA.MorawietzL.InostrozaP.NaranjoE. (2016). Informe de resultados tercer estudio regional comparativo y explicativo: Factores asociados [Report of results of the third regional comparative and explanatory study: associated factors]. UNESCO Publishing.
47.
ValenzuelaJ. P.BelleiC.De los RíoD. (2014). Socioeconomic school segregation in a market-oriented educational system. The case of Chile. Journal of education Policy, 29(2), 217–241. http://dx.doi.org/10.1080/02680939.2013.806995
WheatonB. (1987). Assessment of fit in overidentified models with latent variables. Sociological Methods & Research, 16(1), 118–154. https://doi.org/10.1177/0049124187016001005
50.
WhiteK. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91(3), 461–481. https://doi.org/10.1037/0033-2909.91.3.461
YamamotoY.HollowayS. D. (2010). Parental expectations and children’s academic performance in sociocultural context. Educational Psychology Review, 22(3), 189–214. https://doi.org/10.1007/s10648-010-9121-z
53.
ZhanM. (2006). Assets, parental expectations and involvement, and children’s educational performance. Children and Youth Services Review, 28(8), 961–975. https://doi.org/10.1016/j.childyouth.2005.10.008
