Perception of Parental Expectations and Internal Adjustment of Junior High School Students

The present study explored the influence of perceived parental expectations on internal adjustment of junior high school students. In Study 1, a self-report instrument, the Perceived Parental Expectations Scale (PPES), was developed for use with adolescents. The scale consisted of 3 subscales : positive perceptions, burdensome perceptions, and desire to avoid disappointment. Analysis of data from 383 junior high school students confirmed that the scale had adequate reliability and validity. In Study 2, junior high school students (seventh grade, 59 boys, 52 girls; eighth grade, 87 boys, 94 girls; ninth grade, 37 boys, 54 girls) completed a battery of questionnaires, including the Perceived Parental Expectations Scale. Hierarchical regression analysis was used to investigate effects on internal adjustment of estimated strength of parental expectations, perceived parental expectations, and the interaction of these two. The results suggested that perceived parental expectations were a better predictor of internal adjustment than was estimated strength of parental expectations. A positive perception of parental expectations promoted internal adjustment, such as general self worth, whereas burdensome perceptions promoted many aspects of reactions to stress, including aggression, depressed moods, anxiety, apathy, and somatic complaints.