COMPETITIVE STRATEGY MODEL AND ITS IMPACT ON MICRO BUSINESS UNITOF LOCAL DEVELOPMENT BANKSIN JAWA PJAEE, 17 (7)

7) (2020)

IMPACT OF PARENTAL EXPECTATION TOWARDS THEIR

CHILDREN'S FUTURE

John Francis1, Dr. Lavanya Prathap2, Dr. Preetha S3

1
Saveetha Dental CollegeSaveetha institute of medical and technical sciencesSaveetha
University Chennai- 600077.
2
Department of AnatomySaveetha Dental CollegeSaveetha Institute of Medical & Technical
SciencesSaveetha University Chennai - 600 077.
3
Department of AnatomySaveetha Dental CollegeSaveetha Institute of Medical & Technical
SciencesSaveetha University Chennai - 600 077.
1
151901093.sdc@saveetha.com,2lavanyap.sdc@saveetha.com,3preethas.sdc@saveetha.com

John Francis, Dr. Lavanya Prathap, Dr. Preetha S. IMPACT OF PARENTAL

EXPECTATION TOWARDS THEIR CHILDREN'S FUTURE-- Palarch’s Journal
Of Archaeology Of Egypt/Egyptology 17(7), 251-269. ISSN 1567-214x

Keywords: Parental expectation; Anxiety; Trust; Academic expectation;

ABSTRACT:
Background and Aim: Parental happiness always depends on the satisfaction of their
expectations towards their children. Parental expectation can be the reason that will turn the
child’s future in a happy and positive way. The purpose of this survey is to analyse the
awareness of parents regarding their attitude towards the children. By the way parents care
because they don't want their child to have a bad future. Parental expectation is sometimes
good but it often affects the child's individuality and by this it affects the academic
performance also. The aim of the study is to analyse the impact of parents' expectations
towards their children’s future.

Material and Method: This is a questionnaire based survey. A total of 100 responses were
collected from both father and mother of adolescence children using google forms in the year
2020. The Data collection is done by a self administered questionnaire that includes the
parent’s prediction on the anxiety faced by the children,the achievements expected,
communication with the parents and the trust between them. The responses are collected and
analysed through the SPSS Statistical tool.

Results and Conclusion: From the obtained result it is evident that expectation of parents
towards their achievement and understanding about their children plays a major role in
children's performance. We conclude that similar studies can help in better understanding and

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also reduce the misunderstanding between parent -children relationships and parents should
try to respect the feelings of their children.

INTRODUCTION
Parental happiness always depends on the satisfaction of their expectations
towards their children. Parental expectation can be the reason that will turn the
child’s future in a happy and positive way. By the way parents care because
they don't want their child to have a bad future. Parental expectation is
sometimes good but it often affects the child's individuality and by this it
affects the academic performance also. Many parents have high expectations
towards their child’s academic performance. But parental expectation differs
from one another[1] . There is no other way for children other than accepting
the favor of parents . Many parents are not thinking about their children's
future and many children commit sucide because they get anxiety and
depressed.

Many parents largely expect the child to get higher grades than everyone
because they think it helps to be successful in the future. But getting marks
alone will not help them achieve their life success, only attitude and their
discipline will lead them to success. Arthur John Bougnline did a similar
research with a sample size of 356[2] and they concluded that anxiety taken by
the children had a huge impact . Cathy Creswell also did a similar study with a
sample of 52 and concluded with similar results [3]. Most of the parents accept
their children's passion and dreams and help them to succeed in the future but
some of the parents focus only on their ambition to be imposed on their
children without knowing how much it will hurt the children and make them
depressed.
The author is highly confident that outcomes of this survey will provide a
better insight to understand the parental expectations and the anxiety it impose
on children and the trust and communication relationships among them.The
current survey aims to explore the impact of parents' attitude and expectation
towards their adolescent children.

MATERIALS AND METHODS

This is a questionnaire based survey [4] conducted on the context of
expectations of the parents towards their children. We conducted the study in
2020, among 100 southIndian populations based on a convenient sampling
method which includes parents having adolescent children. The study was
approved by the institutional review board, Saveetha Dental College. The
Data collection is done by a self administered questionnaire that includes the
parent’s prediction on the anxiety faced by the children, the achievements
expected, communication with the parents and the trust between them. [4] and
administered through google forms to the participants. The responses are
recorded in a data sheet and analysed for its descriptive statistics and
association analysis using Chi Square in SPSS statistical tool.

RESULTS
Survey on the awareness of parental expectation was done. Many parents
about 84.1% know about the consequences faced by their children (Figure 1).

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About 65.45% of parents have accepted that their expectation affects the
child's academic process(Figure 3). 53.3% of parents need high grades from
their children (Figure 5). 58.9% of the parents believe that their children trust
them and the other does not 41.1%(Figure 6). About 67.3% agreed that the
communication between children and parents was reduced(Figure 7). About
57% told that the parental expectation differs from academic(Figure 8). 65.4%
of the parents said that expectation brings psychological problems(Figure 9).
About 65.7% of the parents accepted that the way they communicate the
things to children matters (Figure 11). 65.4% of the parents said that parental
role depends on the achievement of the children (Figure 12). 78.5% of parents
told that their children's trust them (Figure 14). 58.9% of parents agreed that
high grades persist longer in school (Figure 16). 45.4% of them accepted that
they are imposing their ambition on their child (Figure 17). 56.1% accepts that
socioeconomic status impact on students behaviour (Figure 18). 49.5% of
parents accepted that comparing with others is wrong(Figure 19). 65.4%
accepted that students differ with their culture (Figure 20). Similar surveys can
aid in improving the understanding among parents towards their children and
this trust increases within them.

On comparing the survey responses based on gender majority (52)of male

participants followed by female participants (26) reported that they are aware
of the consequences faced by the children due to parental expectations , The
Chi square test was analysed for its association and Pearson’s chi square
value is 0.019, p=0.889(>0.05). Hence statistically not significant.(Figure 2)

Majority of (43) male participants followed by (27) female participants

reported that parental expectations affect the children's academic process. Chi
square test was done and association was found to be statistically significant.
Pearson’s chi square value 5.671, p=0.017(<0.05). (Figure 4)

Majority of the male participants followed by (24) female participants

accepted the psychological problems faced by children due to expectation..
Chi square test was done and association was found to be statistically not
significant. Pearson’s chi square value 1.126, p=0.289(>0.05). (Figure 10)

Majority of the male participants (45) followed by (25) female participants

reported that parental involvement plays an important role in children's
achievements. Chi square test was done and association was found to be
statistically not significant. Pearson’s chi square value 2.254,
p=0.133(>0.05). (Figure 13)

Majority of (56) male participants followed by (28) female participants

reported that they trust their children . Chi square test was done and
association was found to be statistically not significant. Pearson’s chi square
value 1.138, p=0.286(>0.05). (Figure 15)

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TABLE 1: List of Figure Title

Figure 1 Frequency distribution on awareness of consequences seen

among children due to unrealistic expectations of the
parents.

Figure 2 Comparison between gender and awareness on

consequences faced by the children due to parental
expectations

Figure 3 Frequency distribution on Parental expectations which

affect the child's academic process

Figure 4 Comparison between gender responses - parental

expectations affects the children's academic process

Figure 5 Frequency distribution of responses - students with high

grades favors the parents' expectations.

Figure 6 Frequency distribution - children understand the parents.

Figure 7 Frequency distribution - communication gap between

parent and children has an impact on academic performance

Figure 8 Frequency distribution on the relationship between the

parental expectation and academic performance

Figure 9 Frequency distribution on psychological problems faced by

the children due to parental expectation

Figure 10 Comparison of gender responses to psychological problems

faced by the children due to parental expectation

Figure 11 Frequency distribution on the academic performance of the

children depends on the way the message conveyed by the
parent

Figure 12 Frequency distribution on parental involvement plays an

important role in the achievements of their children

Figure 13 Comparison of gender responses - Parental involvement

plays an important role in achievement of their children

Figure 14 Frequency distribution on trust towards their children by

the parents

Figure 15 Comparison between gender on trust towards their children

Figure 16 Frequency distribution of the students with high grades

persist longer in school than those students with lower

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grades

Figure 17 Frequency distribution on imposing parents expectation on

their children is right

Figure 18 Frequency distribution on socio-economic status of the

family plays a role in students' academics

Figure 19 Frequency distribution on comparing their children with

others

Figure 20 Frequency distribution on different culture practice

children have among their family

Figure 1: Pie chart showing percentage distribution on awareness of

consequences seen among children due to unrealistic expectations of the
parents. About 84.11% Yes (Blue); 15.89% No (Green). Majority of the
participants (84.11%) were aware about consequences seen among children
due to unrealistic expectations of the parents (Blue)

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Figure 2: Bar graph showing the comparison between gender and awareness
about the consequences faced by the children due to parental expectations. X
axis represents the gender, Y axis represents the number of participants.
Majority (52)of male participants followed by female participants (26)
reported that they are aware (blue) of the given statement, The Chi square test
was analysed for its association and Pearson’s chi square value is 0.019,
p=0.889(>0.05). Hence statistically not significant which represents that there
is no significant difference between gender opinion.

Figure 3: Pie chart showing percentage distribution on parental expectations

which affect the child's academic process. About 65.42% Yes (Blue); 34.42%

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No (Green). Majority of the participants (55.42%) responded yes(Blue) with

regard to the given statement.

Figure 4: Bar graph represents the association between gender and parental
expectations affects the children's academic process . X axis represents the
gender, Y axis represents the number of participants. Majority of (43) male
participants followed by (27) female participants reported that parental
expectations affect (blue)the children's academic process. Chi square test was
done and association was found to be statistically significant. Pearson’s chi
square value 5.671, p=0.017(<0.05), which represents that there is significant
difference between the gender opinion.

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Figure 5: Pie chart showing percentage distribution on students with high

grades favors the parents expectation. About 53.27% Yes (Blue); 46.73% No
(Green). Majority of the participants (53.27%) were aware that students with
high grades favors the parents expectation (Blue)

Figure 6: Pie chart showing percentage distribution that children understand

the parents. About 58.88% Yes (Blue); 41.12% No (Green). Majority of the
participants (58.88%) accepted that children understand the parents (Blue)

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Figure 7: Pie chart showing percentage distribution of communication gap

between parent and children has an impact on academic performance. About
67.29% Yes (Blue); 32.71% No (Green). Majority of the participants (67.29%)
accept that communication gap between parent and children have an impact on
the academic performance(Blue)

Figure 8: Pie chart showing percentage distribution on the relationship

between the parental expectation and academic performance . About 57.01%
Yes (Blue); 42.99% No (Green). Majority of the participants (57.01%) accept
the relationship between the parental expectation and academic performance
(Blue)

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Figure 9: Pie chart showing percentage distribution on psychological

problems faced by the children due to parental expectation . About 65.42%
Yes (Blue); 34.58% No (Green). Majority of the participants (65.42%)
accepts the psychological problem faced by the children due to the parental
expectation (Blue

Figure 10: Bar graph represents the association between gender and
psychological problems faced by the children due to parental expectation . X
axis represents the gender, Y axis represents the number of participants.
Majority of the male participants followed by (24) female participants
accepted (blue) the psychological problems faced by children due to
expectation.. Chi square test was done and association was found to be
statistically not significant. Pearson’s chi square value 1.126,
p=0.289(>0.05), which represents no significant difference between the two
groups.

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Figure 11: Pie chart showing percentage distribution on the academic

performance of the children depends on the way the message conveyed by the
parent. About 66.36% Yes (Blue); 33.64% No (Green). Majority of the
participants (66.36%) accepts that the academic performance of the children
depend on the way the message conveyed by the parent (Blue)

Figure 12: Pie chart showing percentage distribution on parental involvement

plays an important role in the achievements of their children. About 65.42%
Yes (Blue); 34.58% No (Green). Majority of the participants (34.58%) accepts
that the parental involvement plays important role in achievements of their
children(Blue)

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Figure 13: Bar graph represents the association between gender and parental
involvement plays an important role in achievement of their children . X axis
represents the gender, Y axis represents the number of participants. Majority
of the male participants (45) followed by (25) female participants reported
that parental involvement plays an important role in children's
achievements(blue). Chi square test was done and association was found to be
statistically not significant. Pearson’s chi square value 2.254,
p=0.133(>0.05),which represents no significant difference between two
groups.

Figure 14: Pie chart showing percentage distribution on trust towards their
children by the parents. About 78.50% Yes (Blue); 21.50% No (Green).
Majority of the participants (78.50%) reported that they trust their children by
the parents (Blue)

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Figure 15: Bar graph represents the association between gender and trust
towards their children . X axis represents the gender, Y axis represents the
number of participants. Majority of (56) male participants followed by (28)
female participants reported that they trust their children (blue) . Chi square
test was done and association was found to be statistically not significant.
Pearson’s chi square value 1.138, p=0.286(>0.05), which represents no
significant difference between two groups.

Figure 16: Pie chart showing percentage distribution of the students with
high grades persist longer in school than those students with lower grades.

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About 58.88% Yes (Blue); 41.12% No (Green). Majority of the participants

(58.88%) reported yes for the given statement.

Figure 17: Pie chart showing percentage distribution on imposing parents

expectation on their children is right. About 45.79% Yes (Blue); 54.21% No
(Green). Majority of the participants (54.21%) reported that they are not
imposing parents expectation on their children is right (green)

Figure 18:Pie chart showing percentage distribution on socio-economic status

of the family plays a role in students' academics. About 56.07% true (red);
43.93% false (purple). Majority of the participants (56.07%) accepted that
socio-economic status of the family plays role in students academics (Blue)

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Figure 19: Pie chart showing percentage distribution on comparing their

children with others. About 50.47% false (purple); 49.53% true (red).
Majority of the participants (50.47%) denies the given statement (Green)

Figure 20: Pie chart showing percentage distribution on different cultural

practices children expose among their family. About 65.42% true (red);
34.58% false (purple). Majority of the participants (65.42%) accepted the
given statement.

DISCUSSION
Parental expectation affects all over the child academic process. Many parents
usually accept that they impose their expectations in their children's
education. Maximum children respond to the parents ambition and some
children understand their parents expectations and unwillingly abide by them.

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Some parents trust their children and accept their ambition and help them to
succeed in their future but many parents do not accept their children's
ambition and they try to impose their desire upon them.

Trust is one among the major factors considered in this survey and the trust
upon each other is considered as a significant criteria to understand the level
of parent and children relationship. When reviewing the results of the survey
through a questionnaire on trust which was utilised as a social phenomenon
and a cause for inter-relations and anxiety. About sixty five percent accepted
that they were not aware of the anxiety which is indirected upon their children
due to their expectation and thirty five percent accepted that they were aware
of their expectations and its implications as anxiety on their children [5].
When reviewing another study on Parental expectation they concluded that
the child academics depends on parental expectations and about seventy five
percent reported that parental expectation motivates child's academics. The
motivation is provided through gifts whenever they get high grades [6].
Another study done on the parental influence reflects that cue to once
credibility is of around fifty six percent from the total [7]. Previously our
team had conducted numerous researches and clinical trials [8], [9], [10], [11],
[12], [13], [14], and lab animal studies like [15], [16], [17], [18], [19] and in
vitro studies [20], [21], [22] over the past 5 years. Now we are focussing on
epidemiological surveys. The idea for this survey stemmed from the current
interest in our community.

However the study is done with 15 questions with a reasonable population, it

can be further improved by introducing more domains and it can be done with
parents and students of similar backgrounds and or multiple backgrounds.
Age, education and socioeconomic backgrounds of the parents can also be
done in future studies to enhance the quality and outcome of the research.

CONCLUSION
Based upon the obtained results and critically analysing the data it can be
concluded that parental expectations has its significant impact on children's
academics, moreover it decreases the trust and understanding between each
other. The outcomes of the study should be taken into consideration to review
the parents expectations towards their children's future.

ACKNOWLEDGEMENT
We thank Saveetha Dental College for providing us the support to conduct the
study.

AUTHORS CONTRIBUTION

S.No Author Name Contribution

1 John Francis Structured the study design,data collection,

tabulated the result and drafted the manuscript.

2 Lavanya Prathap Structured methods,revised the draft and

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approved the final manuscript

3 Preetha S Contributed in structuring and drafting the

manuscript

CONFLICT OF INTEREST
Nil

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