Abstract
This study investigated the relationship between parental expectations and academic performance among Psychology students at Bestlink College of the Philippines. It explored how students’ perceptions of their parents’ academic expectations affect motivation, study habits, responsibility, time management, perseverance, and overall achievement, and whether supportive and realistic expectations positively influence academic outcomes. A quantitative correlational design was employed to examine the relationship between the identified variables. Data were collected through a structured questionnaire measuring perceived parental expectations, including academic standards, encouragement, monitoring, involvement, and aspirations. Students official academic records were reviewed to assess academic performance, and correlation analysis was conducted to determine the direction and significance of the relationship between parental expectations and scholastic achievement. The findings revealed a statistically significant positive relationship between parental expectations and academic performance. Results indicated that students who perceived their parents’ expectations as high yet supportive, realistic, and encouraging tended to achieve better academic outcomes compared to those who perceived expectations as either low or overly pressuring. Supportive parental expectations were associated with stronger academic motivation, improved study habits, greater discipline, effective time management, and increased accountability toward academic responsibilities. In general, the study underscores the importance of balanced parental involvement in students’ educational journeys. Clear communication, realistic goal-setting, and consistent encouragement from parents, combined with collaboration between families and educational institutions, play a vital role in fostering not only academic excellence but also students’ personal growth, emotional well-being, and long-term success.
