2. Analyze the relationship between parental aspirations and student achievement. The parents aim is to recapture their missed opportunities or genuinely concerned for the future of their children?

Structure • 6 to 8 pages of content • Minimum 4 sources • Size 12 times new roman font • Double spaced • One-inch margins • Title page • Work cited page • Follow APA guidelines (do not need abstract, if you use one does not count as a page) • Work cited and Title does not count towards page total • NO AI usage Analyze the relationship between parental aspirations and student achievement. The parent’s aim is to recapture their missed opportunities or genuinely concerned for the future of their children? Paper Outline: Introduction: I will introduce the paper by defining the relevant terms as it will be use in the paper • Parental aspiration • Student achievement matrix • Relevance of potential influence in education e.g. self, pair group, and family. Problem statement: This paper will exploit the genuineness of Parental aspirations and children’s academic achievement. BODY This paper will look at the positive aspect of parental influence: • Genuine concern • Realistic high expectations • Positive role modeling This paper will also look at the negative aspect of parental influence • Pressure and anxiety • Ambition based on parents missed opportunities • May lead to strain on parent child relationship This paper will also look at ways that parental aspirations can be channeled to meet a child’s increase in academic achievement without the negative impact examples: • Realistic and achievable expectations • Open communication • Supportive environment • Potential self-awareness Conclusion In concluding this paper, I will aspire to summarize and see if the children’s achievements are influenced by parental aspirations positively or negatively and what can be done to improve and support positive children achievement Potential references: Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385 Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children’s academic performance in a sociocultural context. Educational Psychology Review, 22(3), 189–214. https://doi.org/10.1007/s10648-010-9121-z Golnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154. https://doi.org/10.1037/0022-0663.81.2.143 Pomerantz, E. M., Ng, F. F.-Y., & Wang, Q. (2006). The role of parental control in children’s development in Western and East Asian countries. Current Directions in Psychological Science, 15(5), 285–289. https://doi.org/10.1111/j.1467-8721.2006.00454.x Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153