{"id":22709,"date":"2026-01-20T01:27:28","date_gmt":"2026-01-20T01:27:28","guid":{"rendered":"https:\/\/childandfamilyblog.com\/?p=22709"},"modified":"2026-02-23T18:08:25","modified_gmt":"2026-02-23T18:08:25","slug":"building-math-confidence-teens","status":"publish","type":"post","link":"https:\/\/childandfamilyblog.com\/building-math-confidence-teens\/","title":{"rendered":"Building math confidence in teens: Why parents\u2019 and teachers\u2019 high expectations matter"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_79_2 counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title ez-toc-toggle\" style=\"cursor:pointer\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #121c4e;color:#121c4e\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #121c4e;color:#121c4e\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/childandfamilyblog.com\/building-math-confidence-teens\/#Key_takeaways_for_caregivers\" >Key takeaways for caregivers<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/childandfamilyblog.com\/building-math-confidence-teens\/#Cultural_expectations_for_high_academic_achievement\" >Cultural expectations for high academic achievement<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/childandfamilyblog.com\/building-math-confidence-teens\/#Believing_that_others_believe_in_you\" >Believing that others believe in you<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/childandfamilyblog.com\/building-math-confidence-teens\/#The_case_of_mathematics_Perceived_expectations_in_a_highly_valued_subject\" >The case of mathematics: Perceived expectations in a highly valued subject<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/childandfamilyblog.com\/building-math-confidence-teens\/#Our_study_into_the_impact_of_expectations_on_math_confidence_in_teens\" >Our study into the impact of expectations on math confidence in teens<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/childandfamilyblog.com\/building-math-confidence-teens\/#How_to_build_confidence_in_math_Parents_and_Teachers_Matter\" >How to build confidence in math: Parents and Teachers Matter<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/childandfamilyblog.com\/building-math-confidence-teens\/#Implications_for_parents_and_teachers_building_math_confidence_in_teens\" >Implications for parents and teachers building math confidence in teens<\/a><\/li><\/ul><\/nav><\/div>\n<h2><span class=\"ez-toc-section\" id=\"Key_takeaways_for_caregivers\"><\/span><strong>Key takeaways for caregivers<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li><strong>Parents\u2019 expectations matter.<\/strong> In Singapore, where academic excellence is closely tied to family honor, adolescents who felt their parents believed in their <a href=\"https:\/\/childandfamilyblog.com\/tag\/math\/\">mathematics<\/a> abilities reported stronger math confidence, greater motivation, and better well\u2011being.<\/li>\n<li><strong>Confidence in math is key.<\/strong> Students who saw themselves as good at math tended to be more engaged in school, persevered more, and felt happier and more optimistic than peers who lacked confidence in the subject.<\/li>\n<li><strong>Teachers play a vital supporting role.<\/strong> Students who perceived high teacher expectations also reported a stronger sense of confidence and well-being. These perceptions complemented perceived parental expectations.<\/li>\n<li><strong>Strong parent-teacher partnerships may help.<\/strong> Collaborations bridging home and school that communicate high yet supportive expectations.<\/li>\n<\/ul>\n<p style=\"text-align: center;\"><span style=\"color: #000080;\">This blog post was written by Ishani Bharadwaj and Tamara Spiewak Toub in collaboration with study author Gregory Arief D. Liem. It is based on research originally published in Liem, G. A. D., Wong, Z. Y., Chan, M., Liu, W. C., Zainudin, N. I., Tan, S. H., Poon, K. K., Kang, T., &amp; Ng, S. C. (2025).<\/span> <span style=\"color: #00ccff;\"><a style=\"color: #00ccff;\" href=\"https:\/\/doi.org\/10.1177\/01650254251321444\">Perceived parental expectations and their role in academic and psychosocial functioning<\/a><\/span>. <span style=\"color: #000080;\"><em>International Journal of Behavioral Development, 49<\/em>(5), 431\u2013445.\u00a0<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"Cultural_expectations_for_high_academic_achievement\"><\/span><strong>Cultural expectations for high academic achievement<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Children grow up in broad social and cultural environments that help shape their understanding of their role as students and their potential for success in different subjects or future careers. The explicit content and delivery of adults\u2019 messaging about their expectations for youth vary based on a combination of cultural norms and individual values and personalities.<\/p>\n<p>In Singapore, as in many East Asian societies, education is seen as the pathway to success and family honor. In this context, the importance of a student\u2019s academic success goes beyond personal goals to include implications for family reputation. This pressure increases the risks of intense <span style=\"color: #000000;\"><a style=\"color: #000000;\" href=\"https:\/\/www.thejakartapost.com\/youth\/2017\/08\/21\/singapore-students-suffer-from-high-levels-of-anxiety-study.html\">competition among students <\/a><\/span>and associated anxiety and stress.<\/p>\n<h3><strong>High expectations at home and in school<\/strong><\/h3>\n<p>The Asian values of interdependence, hard work, and family allegiance<span style=\"color: #00ccff;\"><a style=\"color: #00ccff;\" href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/34427322\/\"> inspire parents to explicitly communicate high expectations<\/a><\/span> for academic success. They do so by managing their children\u2019s study schedules, providing opportunities for academic enrichment, and closely monitoring academic progress.<\/p>\n<p>At home, Singaporean students absorb this parental messaging about high expectations. At school, they also receive feedback from their <span style=\"color: #00ccff;\"><a style=\"color: #00ccff;\" href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.7227\/rie.83.4\">teachers<\/a><\/span> on their performance and behavior in the classroom. This feedback suggests another set of expectations about students\u2019 achievement.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Believing_that_others_believe_in_you\"><\/span>Believing that others believe in you<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Students\u2019 perceptions of these expectations are linked to many aspects of their development. They may influence motivation, class-related skills and knowledge, and achievement, as well as broader elements of well-being, such as confidence, engagement, and satisfaction. When adolescents believe their parents and teachers believe in them, are they more likely to do better in school and in other aspects of life?<\/p>\n<div id=\"attachment_22712\" style=\"width: 2570px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-22712\" class=\"size-full wp-image-22712\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8197544-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8197544-scaled.jpg 2560w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8197544-300x200.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8197544-1024x683.jpg 1024w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8197544-768x512.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8197544-1536x1024.jpg 1536w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8197544-2048x1365.jpg 2048w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8197544-356x237.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8197544-700x467.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8197544-50x33.jpg 50w\" sizes=\"(max-width: 2560px) 100vw, 2560px\" \/><p id=\"caption-attachment-22712\" class=\"wp-caption-text\">Photo by <a href=\"https:\/\/www.pexels.com\/photo\/professor-with-his-students-8197544\/\">Yan Krukau<\/a> on Pexels<\/p><\/div>\n<h2><span class=\"ez-toc-section\" id=\"The_case_of_mathematics_Perceived_expectations_in_a_highly_valued_subject\"><\/span><strong>The case of mathematics: Perceived expectations in a highly valued subject<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Among the subjects in Singapore\u2019s curriculum, math stands out as a focus of attention and high expectations from both parents and teachers. The subject is widely recognized as challenging and as being essential for educational and career success.<\/p>\n<p>But math differs from other subjects, such as language-based curricula like reading, because most parents do not usually engage directly with <a href=\"https:\/\/childandfamilyblog.com\/how-parents-can-support-math-learning-at-home\/\">math content at home<\/a>. Instead, they communicate expectations through broader messages about their children\u2019s diligence, perseverance, and responsibility. These messages reinforce the importance of the subject \u2013 a value that children and youth internalize.<\/p>\n<blockquote><p>The subject is widely recognized as challenging and as being essential for educational and career success.<\/p><\/blockquote>\n<p>At school, students perceive teachers\u2019 expectations through the design of <a href=\"https:\/\/childandfamilyblog.com\/learning-math-science-technology-preschoolershoolers\/\">math lessons<\/a>, structured feedback, and support when they encounter difficulties. Together, these parental and teacher perspectives provide complementary sources of encouragement and reinforcement.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Our_study_into_the_impact_of_expectations_on_math_confidence_in_teens\"><\/span><strong>Our study into the impact of expectations on math confidence in teens<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>We conducted <a href=\"https:\/\/doi.org\/10.1177\/01650254251321444\">a pair of studies<\/a> in Singapore to investigate how students\u2019 perceptions of parents\u2019 and teachers\u2019 math expectations were linked to academic and non-academic (i.e., those related to well-being) outcomes. For each study, we surveyed students (average age of 14 years) across three secondary grades at a variety of schools; almost half of the students in the studies identified as female.<\/p>\n<h3><strong>Surveying students\u2019 perceptions of math expectations<\/strong><\/h3>\n<p>School personnel administered our surveys twice during the school year: after Term 1 and again near the end of the year. This allowed us to see how perceived expectations and student outcomes changed over time.<\/p>\n<p>Both studies included items to capture students\u2019 perceptions of their parents\u2019 and their teachers\u2019 math expectations. For example, we asked students how strongly they agreed that their parents or teacher \u201cbelieve(s) I can do well in math.\u201d<\/p>\n<h4><strong>Students\u2019 academic outcomes in math<\/strong><\/h4>\n<p>In study 1 (2,632 students), the surveys focused on three main academic outcomes: <a href=\"https:\/\/psycnet.apa.org\/record\/2018-19630-001\"><span style=\"color: #000000;\">math confidence<\/span><\/a> (e.g., agreement with the statement \u201cI am good at math\u201d), <span style=\"color: #000000;\"><a href=\"https:\/\/psycnet.apa.org\/record\/2017-47163-001\">math<\/a> <a href=\"https:\/\/psycnet.apa.org\/record\/2017-47163-001\">motivation <\/a><\/span>(e.g., to avoid getting into trouble, to learn new skills, or because it is fun), and <a href=\"https:\/\/psycnet.apa.org\/record\/2022-94108-001\"><span style=\"color: #000000;\">math achievement goals<\/span><\/a> (e.g., to perform better than peers, to learn as much as possible).<\/p>\n<h4><strong>Students\u2019 well-being when studying math<\/strong><\/h4>\n<p>In study 2 (450 students), we added surveys about<span style=\"color: #000000;\"><a href=\"https:\/\/psycnet.apa.org\/record\/2022-94108-001\"> five dimensions of well being as outcomes<\/a>:<\/span><br \/>\n1. Engagement (e.g., \u201cI get completely absorbed in what I am doing\u201d)<br \/>\n2. Perseverance (e.g., \u201cOnce I make a plan to get something done, I stick to it\u201d)<br \/>\n3. Optimism (e.g., \u201cI think that good things are going to happen to me\u201d)<br \/>\n4. Connectedness (e.g., \u201cThere are people in my life who really care about me\u201d)<br \/>\n5. Happiness (e.g., \u201cI love life\u201d)<\/p>\n<h2><span class=\"ez-toc-section\" id=\"How_to_build_confidence_in_math_Parents_and_Teachers_Matter\"><\/span><strong>How to build confidence in math: <span data-olk-copy-source=\"MessageBody\">Parents and Teachers Matter<\/span><\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Our statistical methods considered differences between boys and girls, younger and older adolescents, and the three math proficiency levels. Based on consistent patterns in the results, we identified four main findings about the links between perceived expectations and student outcomes:<\/p>\n<h3><strong>1. Parents\u2019 expectations had the strongest influence on math confidence<\/strong><\/h3>\n<p>Adolescents who felt their <a href=\"https:\/\/childandfamilyblog.com\/how-can-parents-help-with-childrens-math-homework\/\">parents believed in their math abilities<\/a> reported higher levels of math confidence, <a href=\"https:\/\/childandfamilyblog.com\/motivational-exercise-mathematics\/\">stronger motivation<\/a>, and greater well being. We did not delve into these links to determine whether or how perceived parental expectations caused these better outcomes.<\/p>\n<p>However, research into related dynamics suggests that students might find inspiration in parents\u2019 explicit expressions of confidence and efforts to provide resources to support their math performance. Particularly in this cultural context, students might internalize parents\u2019 expectations as personal goals, striving to meet them as a way of honoring their family\u2019s investments and sacrifices.<\/p>\n<blockquote><p>Adolescents who felt their parents believed in their math abilities reported higher levels of math confidence, stronger motivation, and greater well being.<\/p><\/blockquote>\n<h3><strong>2. Math teachers\u2019 expectations also played a distinct and complementary role<\/strong><\/h3>\n<p>Students\u2019 belief that their teachers had high expectations for their <a href=\"https:\/\/childandfamilyblog.com\/children-literacy-maths\/\">math achievement<\/a> was also linked to their academic and well-being outcomes. For example, when students had positive perceptions of teachers\u2019 expectations, they were more motivated by personal interests and values than by external reasons. They also reported feeling more connected to others and happier.<\/p>\n<div id=\"attachment_22749\" style=\"width: 2570px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-22749\" class=\"size-full wp-image-22749\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617697-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617697-scaled.jpg 2560w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617697-300x200.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617697-1024x683.jpg 1024w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617697-768x512.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617697-1536x1024.jpg 1536w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617697-2048x1365.jpg 2048w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617697-356x237.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617697-700x467.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617697-50x33.jpg 50w\" sizes=\"(max-width: 2560px) 100vw, 2560px\" \/><p id=\"caption-attachment-22749\" class=\"wp-caption-text\">Photo by <a href=\"https:\/\/www.pexels.com\/photo\/a-teacher-and-a-student-doing-a-thumbs-up-8617697\/\">Yan Krukau<\/a> on Pexels<\/p><\/div>\n<p>The roles of students\u2019 perceptions of teachers\u2019 and parents\u2019 expectations amplified each other.  When adolescents believed both parents and teachers held high expectations, they reported stronger math confidence, greater connectedness, and more happiness.<\/p>\n<h3><strong>3. Mathematics confidence was central to students\u2019 motivation and well-being<\/strong><\/h3>\n<p>Students\u2019 impressions of their parents\u2019 and teachers\u2019 expectations predicted math confidence. In turn, math confidence was closely tied to students\u2019 motivation and most outcomes related to well-being, including engagement, perseverance, optimism, and happiness (but not connectedness). In fact, math confidence played a significant role in the links between perceived expectations and student outcomes.<\/p>\n<p>Our findings highlight the importance of adolescents\u2019 academic views of themselves. Seeing themselves as competent in math contributed not only to stronger motivation but also to a broader sense of well-being, underscoring the link between academic identity and overall psychological health.<\/p>\n<p>Insight into the formation of math confidence and its role in students\u2019 development can help inform strategies to support adolescents as they navigate this challenging academic subject. One way to build students\u2019 math confidence could be to facilitate the supportive communication of appropriately high expectations at home and at school.<\/p>\n<h3><strong>4. First impressions of teachers&#8217; math expectations can be especially powerful<\/strong><\/h3>\n<p>While links between student outcomes and perceived parents\u2019 expectations remained steady throughout the year, links to perceived teacher expectations were most powerful early in the year. Students who reported at the start of the year that their teachers already believed they would do well in math showed stronger self-motivation and well\u2011being later in the year.<\/p>\n<p>Those early perceptions of teachers\u2019 beliefs may be especially important in shaping students\u2019 math confidence and, in turn, their academic outcomes and broader well-being.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Implications_for_parents_and_teachers_building_math_confidence_in_teens\"><\/span><strong>Implications for parents and teachers building math confidence in teens<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>The results of our study have implications for parents and other caregivers, as well as teachers:<\/p>\n<h3><strong>Set <\/strong><strong>high but realistic math expectations expressed with warmth and support<\/strong><\/h3>\n<p>In the context of math, students\u2019 belief that their parents and teachers believed in them seemed to set the stage for success. Adolescents\u2019 perceptions of parental expectations were the strongest predictor of math confidence, motivation, and psychosocial well\u2011being. These perceptions are shaped, in part, by adults\u2019 communication about their expectations, which can include encouraging feedback, warmth, and support (rather than conditional approval) during challenges.<\/p>\n<div id=\"attachment_22750\" style=\"width: 2570px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-22750\" class=\"size-full wp-image-22750\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617763-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617763-scaled.jpg 2560w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617763-300x200.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617763-1024x683.jpg 1024w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617763-768x512.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617763-1536x1024.jpg 1536w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617763-2048x1365.jpg 2048w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617763-356x237.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617763-700x467.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2026\/01\/pexels-yankrukov-8617763-50x33.jpg 50w\" sizes=\"(max-width: 2560px) 100vw, 2560px\" \/><p id=\"caption-attachment-22750\" class=\"wp-caption-text\">Photo by <a href=\"https:\/\/www.pexels.com\/photo\/a-male-teacher-holding-a-pointing-stick-in-front-of-a-blackboard-8617763\/\">Yan Krukau<\/a> on Pexels<\/p><\/div>\n<h3><strong>Focus on growth, not comparison<\/strong><\/h3>\n<p>High expectations are most supportive when they emphasize effort, growth, and learning rather than comparisons to peers. An emphasis on growth helps children develop confidence and self-motivation rather than working under pressure to perform well. When children know they can improve, regardless of their current abilities, they are more likely to persevere and achieve.<\/p>\n<h3><strong>Encourage autonomy<\/strong><\/h3>\n<p>When students feel ownership of their learning, they are more likely to embrace self-determined motivation and learning goals than to work to please others or avoid losing unnecessary races with peers. This type of self-determined motivation and goal setting is consistent with higher levels of engagement, perseverance, optimism, connectedness, and happiness. If students perceive parents\u2019 and teachers\u2019 expectations that facilitate autonomy, they are more likely to step up to that challenge and be better prepared for success.<\/p>\n<h3><strong>Communicate regularly<\/strong><\/h3>\n<p>Parents and teachers should communicate regularly to align on high yet realistic expectations. Joint support helps strengthen students\u2019 confidence, happiness, and motivation.<\/p>\n<h3><strong>Balance cultural pressures<\/strong><\/h3>\n<p>Parents and teachers should be mindful of how societal values can increase pressure on children. In contexts like Singapore, where academic success (especially in math) is closely tied to future success, adults can help by communicating about the values of balance, resilience, and well-being.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key takeaways for caregivers Parents\u2019 expectations matter. In Singapore, where academic excellence is closely tied to family honor, adolescents who felt their parents believed in their mathematics abilities reported stronger math confidence, greater motivation, and better well\u2011being. Confidence in math is key. Students who saw themselves as good at math tended to be more engaged [&hellip;]<\/p>\n","protected":false},"author":366,"featured_media":22711,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"categories":[5774],"tags":[],"acf":[],"_links":{"self":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/22709"}],"collection":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/users\/366"}],"replies":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/comments?post=22709"}],"version-history":[{"count":5,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/22709\/revisions"}],"predecessor-version":[{"id":22762,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/22709\/revisions\/22762"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/media\/22711"}],"wp:attachment":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/media?parent=22709"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/categories?post=22709"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/tags?post=22709"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}