This study examines how parental educational expectations, family economic status, and academic confusion influence lower secondary students’ self-educational expectations. Using survey data from 8841 eighth-grade students, the analysis employed descriptive statistics, correlation tests, and multiple regression models. Results show that parental educational expectations have the strongest positive effect, indicating that students internalize parental values and aspirations as key references for their own educational goals. Academic confusion exerts a significant negative impact, suggesting that difficulties in learning undermine students’ confidence and reduce their willingness to pursue higher educational levels. Although family economic status does not directly predict educational expectations, it operates as a contextual factor that indirectly shapes expectations by affecting access to learning resources and the overall quality of educational support. These findings demonstrate that students’ educational expectations are shaped not only by material conditions but also by family cultural climate and learning experiences. The study underscores the importance of coordinated support from families and schools in emotional guidance, academic assistance, and resource provision to strengthen students’ expectations and motivation for future development.
ZHANG et al. (Tue,) studied this question.