Influence of Parental Expectations on Young Children’s Approaches to Learning


  • Jieqiong Bai Department of Education, Xinzhou Teachers University, Xinzhou, Shanxi Province, China; Faculty of Education, Languages, Psychology and Music, SEGi University, Malaysia
  • Sheiladevi Sukumaran Faculty of Education, Languages, Psychology and Music, SEGi University, Selangor, Malaysia
  • Yueqi Han Department of Accounting, Xinzhou Teachers University, Xinzhou, Shanxi Province, China
  • Jing Zhou Faculty of Teacher Education, Ningbo University, Ningbo, Zhejiang Province, China



Parental Expectations, Approaches to Learning (ATL), Young Children


This study explores the level of young children’s Approaches to Learning (ATL) in Shanxi, China, with a specific on the impact of parental expectations on ATL. 360 parents with preschool-aged children were enlisted for a comprehensive questionnaire survey. Applying descriptive statistics, inferential statistics, correlation, and regression analyses on the data gathered revealed that children's ATL was moderate, with noticeable variations based on gender and age. Importantly, parental expectations were positively correlated with children's ATL and remained a significant predictor even when accounting for age and gender, highlighting the strong relationship between parental expectations and early learning development.



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How to Cite

Bai, J., Sukumaran, S., Han, Y., & Zhou, J. (2023). Influence of Parental Expectations on Young Children’s Approaches to Learning . Environment-Behaviour Proceedings Journal, 8(26), 167–173.



Educational / Learning Environment