Student, Parent, and Teacher Expectations: A Study of the Influence of Academic Stress on Student Achievemen

This study measures self-expectations and the expectations of others (parents, teachers) for academic achievement, related stress levels, and influences on student outcomes among 31 12th-grade male and female Asian American (those of Confucian Heritage Culture [CHC]) and white adolescents within a suburban New Jersey public school district. A mixed-method approach included the use of the Academic Expectations Stress Inventory (AESI), designed by Ang and Huan (2006), and an open-ended survey. Student mental-health screening referrals and acceptances to highly selective and selective colleges were also analyzed to conceptualize the pupil experience and further comprehend how the school and community setting influences academic expectations, academic stress, and student achievement. Results from both qualitative and quantitative measures suggest there are significant differences in levels of both self-and parent/teacher expectations for academic achievement between Asian American pupils and white pupils and significant differences in academic achievement within this population. While no significant differences in the levels of stress as related to self-expectations for academic achievement and the expectations of others (parents, teachers) were found between Asian American and white adolescents in this population, there is evidence that many pupils experience substantial stress as a result of high expectations for academic achievement and that this stress influences student outcomes differently for each group. As such, there are many implications for parents, teachers, and administrators in facilitating a developmentally appropriate learning environment that meets the academic, social, and emotional needs of all students.