INFLUENCE OF PARENTAL EXPECTATIONS ON PUPILS’ SELF-EFFICACY AND ACADEMIC SUCCESS
Ndukwu Eric Chima - Ph.D Student, Department of Educational Foundations, University of Nigeria Nsukka, Nigeria
Ndukwu Edith N. - Ph.D Student, Department of Educational Foundations, University of Nigeria Nsukka, Nigeria
ABSTRACT
This study was carried out to investigate the influence of parental expectations for academic success on self-efficacy of pupils in primary schools in Owerri Education Zone II of Imo State, Nigeria. Three research questions and three null hypotheses were formulated to guide the study. The study adopted an export facto research design. The population for the study was 2,334 primary five pupils in the 58 public primary schools in the zone. The sample for the study was 233 pupils who were composed using simple random sampling technique. Two validated and trial tested instruments were used for the study. They are Self-Efficacy Belief Questionnaire (SEBQ) and Parental Expectation Questionnaire (PEQ). The data obtained with the instruments were analyzed using mean, standard deviation and t-test. It was found that parental expectations have significant influence on pupils’ self efficacy belief, but age and gender do not influence pupils’ self efficacy belief. Among other things, the educational implication of this study is that, children should develop high self-efficacy belief in their academics. It was recommended that parents should have high but achievable expectations for their children irrespective of their age and gender.
