How much do parents’ expectations really matter for their children’s development? And do teachers play a similar role?
In Perceived parental expectations and their role in academic and psychosocial functioning, Associate Professor Gregory Arief D. Liem (DREAMS Project 2 Principal Investigator) and colleagues examine how students’ perceptions of their parents’ and teachers’ expectations shape not only academic motivation, but also psychosocial well-being. Drawing on data from Singaporean secondary school students, the study explores the pathways through which expectations influence adolescents’ self-beliefs, goals, and well-being over time.
This paper also marks a milestone for the DREAMS (Drivers, Enablers, and Pathways of Adolescent Development in Singapore) study, as it is DREAMS’ first published journal article. As a longitudinal research programme tracking adolescents’ development in Singapore, this publication offers an early glimpse into the kinds of insights DREAMS aims to generate for parents, educators, and policymakers.
Expectations are more than pressure
One key message from the study is that expectations are not just about demanding high results. What matters most is how students interpret those expectations.
The research found that when students perceived their parents as believing in their ability to do well (especially in mathematics) they were more likely to have strong academic self-beliefs. Positive self-beliefs were associated with higher motivation, healthier achievement goals, and better psychosocial outcomes such as engagement, perseverance, optimism, and happiness.
In simple terms, students did better when they felt their parents genuinely believed in them, not just when parents pushed for high grades. Confidence communicated as trust in a child’s potential was far more powerful than pressure focused on outcomes alone.
Parents and teachers play different but complementary roles
While parental expectations stood out as especially influential for students’ academic self-concept, teachers’ expectations mattered too—just in slightly different ways.
According to Associate Professor Liem, teachers’ expressed confidence helped strengthen students’ feelings of connectedness and happiness in school. When students felt that both parents and teachers believed in them, they experienced the strongest sense of competence and belonging.
This highlights an important takeaway: supportive expectations work best when home and school are aligned. Parents and teachers do not replace one another; instead, they reinforce each other’s influence on students’ development.
Why this matters now
The study comes at a time when concerns about student stress, disengagement, and well-being are growing—especially in academically demanding contexts like Singapore. Adolescents today often face intense pressure to perform, which can erode motivation and mental health.
This research offers a more hopeful perspective, suggesting that expectations do not have to be harmful. When framed as belief rather than pressure, expectations can actually protect students’ motivation and well-being, helping them flourish rather than burn out.
It also reinforces the importance of strong partnerships between parents and schools. Positive, consistent messages from both sides can help buffer stress and build resilience during adolescence.
Rethinking parental expectations
Much past research has focused on the risks of high parental demands. This study adds nuance by showing that expectations can be a source of strength when they communicate faith in a child’s ability and potential.
As Associate Professor Liem puts it, the key is not just setting the bar high, but expressing confidence that students can reach it, while also supporting their sense of competence and belonging.
For parents, teachers, and practitioners, the takeaway is clear: belief matters. And when young people feel believed in, they are far more likely to believe in themselves.