A Research Methods Project supervised by Dr. Laura Wilson (Fall 2021)

Chaplin, Carisa

Garcia, Jai-Leah

Grehan, Emma

Marsden, Madison

English

Eagle Scholar University of Mary Washington

University of Mary Washington Eagle Scholar Psychology Student Research Showcase 12-1-2021 Does Psychological Well-Being Mediate the Relationship Between Parental Expectations and Academic Achievement? Madison Marsden Carisa Chaplin Emma Grehan Jai-Leah Garcia Follow this and additional works at: https://scholar.umw.edu/psychology_showcase Recommended Citation Marsden, Madison; Chaplin, Carisa; Grehan, Emma; and Garcia, Jai-Leah, "Does Psychological Well-Being Mediate the Relationship Between Parental Expectations and Academic Achievement?" (2021). Psychology Student Research Showcase. 56. https://scholar.umw.edu/psychology_showcase/56 This Poster is brought to you for free and open access by Eagle Scholar. It has been accepted for inclusion in Psychology Student Research Showcase by an authorized administrator of Eagle Scholar. For more information, please contact archives@umw.edu. Does Mental Health Mediate the Relationship Between Parental Expectations and Academic Achievement?Carisa Chaplin, Jai-Leah Garcia, Emma Grehan, & Madison MarsdenFaculty Advisor: Dr. WilsonINTRODUCTION TABLE 1 RESULTSMETHODOLOGYDISCUSSIONREFERENCES• According to previous research, high parental expectations can positively impact children’s academic success and longevity (David-Kean, P. D. 2005).• The inability for children to fulfill their parent’s high expectations can lead to increased levels of stress and depression (Ang & Huan, 2006).• A recent study found that high parental expectations are indirectly positively associated with academic achievement and are directly positively associated with depression in adolescents (Ma et al., 2018).• The current study explored the relationship between parental expectation, academic achievement and mental health in undergraduate students.Hypothesis:• We hypothesize that mental health will mediate the relationship between parental expectations and academic achievement. Participants• 49 undergraduate students • 36 freshman, 8 sophomores, 3 juniors, 2 seniors• Mean age = 18.88, (SD = 2.06)• 35 participants identified as female, 12 identified as male, 1 identified as non-binary, 1 self-identified as queer• Participants were predominantly Caucasian (65.31%)Procedure• Participants were recruited from the General Psychology participant pool, selected a study session and then completed measures in a supervised computer lab.• Students were awarded a half credit for their participation.Measures• Depression, Anxiety, Stress Scale (DASS-21): 21-item measure where higher scores reflect greater symptoms of stress, anxiety, and depression (Lovibond & Lovibond, 1995).• Academic Success Inventory for College Students (ASICS): Higher scores reflect greater academic achievement (Prevatt et al., 2011). We used subscales of General Academic Skills, Internal Motivation/Confidence, Concentration/Self-Regulation and Lack of Anxiety.• Living up to Parental Expectations Inventory (LPEI): Perceived Parental Expectations scale (PPE) of LPEI is a 9-item measure where higher mean scores demonstrate perceptions of higher parental expectations (Wang & Heppner, 2002).M SD 1 2 31. Academic achievement (ASICS)83.24 20.33 - .242 -.2202. Parental expectations (PPE)3.20 .99 - .0853. Mental health (DASS-21)42.75 22.85 -Bivariate correlations: Means, standard deviations, and correlations for total ASICS scores, mean PPE scores and total DASS scores. • Regression analysis was conducted to test for mediation using the Baron & Kenny method (1986).• Mean PPE scores were not significantly related to total ASICS scores, b = .242, p = .114.• Mean PPE scores were not significantly related to total DASS scores, b = .085, p = .569. • Total DASS scores were not significantly related to total ASICS scores, b = -.220, p = .152.• Total ASICS scores were not significantly related to mean PPE scores, b = .255, p = .094, or total DASS scores, b = -.253, p = .097.• There were no significant correlations found between variables. TABLE 2Ang, R. P., & Huan, V. S. (2006). Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child Psychiatry & Human Development, 37, 133-143. https://doi.org/10.1007/s10578-006-0023-8Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173Davis-Kean, P.D. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and home environment. Journal of Family Psychology, 19(2), 294-304. https://doi.org/10.1037/0893-3200.19.2.294Lovibond, S.H. & Lovibond, P.F. (1995). Manual for the Depression Anxiety & Stress Scales. (2nd Ed.) Psychology Foundation.Ma, Y., Siu., A., & Tse, W. S. (2018). The role of high parental expectations in adolescents’ academic performance and depression in Hong Kong. Journal of Family Issues, 39(9), 2505-2522. https://doi.org/10.1177/0192513X18755194Prevatt, F., Li, H., Welles, T., Festa-Dreher, D., Yelland, S., & Lee, J. (2011). The Academic Success Inventory for College Students: Scale development and practical implications for use with students. Journal of College Admission, 26-31.https://files.eric.ed.gov/fulltext/EJ926821.pdf​​Wang, L., & Heppner, P. P. (2002). Assessing the impact of parental expectations and psychological distress on Taiwanese college students. The Counseling Psychologist, 30, 582-608. https://doi.org/10.1177/00100002030004006• Although the results did not reach significance, the coefficients were in the predicted direction of our hypothesis.• Our study had a small sample size recruited through convenience sampling which limited our statistical power.• Our coefficients approached significance, indicating that a larger sample size may have yielded significant results.• A formatting error with scaling of ASICS occurred which gave participants a “0” item option which may have reduced the total ASICS scores.• Directions for future studies include a larger sample size of a more diverse population of students. IV DV b SEModel 1 Parental Expectations(PPE)Academic Achievement (ASICS).242 2.96Model 2 Parental Expectations(PPE)Mental Health (DASS-21).085 3.44Model 3 Mental Health(DASS-21)Academic Achievement(ASICS)-.220 .133Model 4 Parental Expectations (PPE)Mental Health (DASS-21)Academic Achievement (ASICS).255-.253.094.097 Multiple Regression analysis: Standardized betas and standard errors for regression analyses between measures.

Does Psychological Well-Being Mediate the Relationship Between Parental Expectations and Academic Achievement?

https://scholar.umw.edu/cgi/viewcontent.cgi?article=1055&context=psychology_showcase

Does Psychological Well-Being Mediate the Relationship Between Parental Expectations and Academic Achievement?

Abstract

Similar works

Full text

Available Versions

Eagle Scholar University of Mary Washington