Parent–Child Relationship and Academic Aspirations of Adolescents: A Systematic Review of Empirical Literature

Abstract

Adolescence is an important stage of development during which young people begin to think seriously about their education, career and future. Academic aspirations are influenced by several factors, including individual motivation, peer relationships, school experiences and family relationships. Among these, the relationship between parents and adolescents can have an important role in shaping educational goals. A supportive parent–child relationship may provide adolescents with encouragement, guidance and confidence, while poor communication, excessive pressure or lack of parental support may affect the way adolescents view their educational future. The present systematic review examines existing literature on the relationship between parent–child relationships and the academic aspirations of adolescents. Studies examining parental involvement, parental expectations, parent–adolescent communication, academic support and family relationships were considered relevant to the review. The literature indicates that parental expectations and academic socialization are consistently associated with adolescents’ educational aspirations and academic outcomes. Research also suggests that the quality of parental involvement is important, as supportive involvement may be more beneficial than controlling or excessive involvement. Parent– child communication is another important factor because adolescents are more likely to discuss educational goals and future plans when they experience openness and emotional support within the family. At the same time, socioeconomic conditions, culture, parental education and individual characteristics can influence these relationships. The review highlights the need for more research that examines the quality of the parent–child relationship together with academic aspirations, particularly in the Indian context.