O estudo aborda os sentimentos e as expectativas dos pais com relação ao ingresso do primogênito na escola de ensino fundamental. Refere-se às questões transgeracionais que se fazem presentes na história escolar do filho, que antes pertenceram à história escolar dos pais. Constrói-se seguindo a abordagem qualitativa, de natureza exploratória centrada na abordagem sistêmica, que permite ultrapassar o modelo linear de causa e efeito em favor de um modelo circular. O eixo básico da investigação versa sobre sentimentos e expectativas de pais de primogênitos que ingressam na escola de educação fundamental. A história da relação com a criança, enfocando o apego, os cuidados e a separação entre pais e filhos, foram questões norteadoras na entrevista semi estruturada, que foi o instrumento utilizado para a coleta de informações. O método que possibilitou se chegar aos resultados foi o de estudo de caso coletivo, que num primeiro momento, privilegiou as questões singulares e posteriormente os aspectos comuns aos quatro casos. Os sujeitos que participaram diretamente do estudo foram quatro casais de pais de primogênitos que freqüentam pela primeira vez a primeira série na escola de ensino fundamental e, sendo sujeitos indiretos, as quatro crianças e suas respectivas professoras. Todas as crianças têm entre seis e sete anos da idade, freqüentavam a mesma escola de ensino particular na zona urbana. Todos os casais são pais biológicos e estão no primeiro casamento Os resultados encontrados evidenciam que se pode encontrar a presença das histórias das famílias de origem de ambos os pais na história escolar de cada caso estudado. Os pais conservam o registro de como seus pais os educaram - os valores, as crenças, os legados e a arte de educar naquela família - bem como carregam até seus filhos expectativas de seus pais em relação aos filhos não cumpridas por eles em suas infâncias. A mãe e o pai são espelhos extremamente importantes na vida do filho. No entanto, às vezes, são necessários alguns ajustes nesses espelhos, os quais passam a refletir mais a história dos pais, do que a dos filhos em sua individualidade. Com esse estudo, foi possível evidenciar que a própria evolução da criança na escola foi um fator que propiciou um ajuste das expectativas dos pais em relação ao desempenho escolar do filho . Quanto à escola, pôde ser confirmada a necessidade da articulação entre ela e a família para privilegiar junto com o cognitivo, também os aspectos emocionais dos alunos. Os profissionais da educação necessitam ter clareza de que, ao cumprir a função de transmissora de conhecimentos, lidam paralelamente com outros aspectos do desenvolvimento, como por exemplo, o emocional, que está diretamente relacionado ao aspecto cognitivo. / The study on parenta! feelings and explications conceming the first-bom child's entry in formal school. It refers to transgenerational questions in the child's school story, which before belong to the parents school story. It follows a qualitative approach, of an exploratory nature, which enables to overcome a causal linear model in favor of a circular model. The basic investigative axis is centered on parental feelings and expectations regarding their first-bom child who was starting formal education. The father's and mother's school history, as well as the history of the relationship with the child, focusing on attachment, care and separation between parents and child were the main questions of a semi-structured interview. The method used was collective case study wich explored first the particular and then the common aspects of ali cases. The subjects took part in the study were four couples of firstbom who were in first grade of formal education, and indirectly the four children and their teachers. Ali children were around six and seven years old were in the same private school in an urban area. Ali couples were biological parents and were and the first marriage. The results show that it is possible to find features of the parents family of origin history in the school history of each case studied. The parents keep a record o f how they were educated by their parents - the values, beliefs, legacies and art o f educating in that family - and bring to their children their own parents unfulfilled expectations regarding their children The mother and the father are very important mirrors in the child's life. However, sometimes it is necessary to make some readjustment I these mirrors as they star to reflect more the parents' expectations conceming the child's school performance. As far as school is concemed, it is important that school recognizes the importance of its articulation with the family so as to take into account the child 's school performance. As far as school is concemed, it is important that school recognizes the importance of its articulation with the family so as to take into account child 's emotional apart from the cognitives aspects. The education professionals need to be aware that, in transmitting knowledge, they deal with other developmental features, such as for example, the emotional, wich is directly associated with the cognitive.

O estudo aborda os sentimentos e as expectativas dos pais com relação ao ingresso do primogênito na escola de ensino fundamental. Refere-se às questões transgeracionais que se fazem presentes na história escolar do filho, que antes pertenceram à história escolar dos pais. Constrói-se seguindo a abordagem qualitativa, de natureza exploratória centrada na abordagem sistêmica, que permite ultrapassar o modelo linear de causa e efeito em favor de um modelo circular. O eixo básico da investigação versa sobre sentimentos e expectativas de pais de primogênitos que ingressam na escola de educação fundamental. A história da relação com a criança, enfocando o apego, os cuidados e a separação entre pais e filhos, foram questões norteadoras na entrevista semi estruturada, que foi o instrumento utilizado para a coleta de informações. O método que possibilitou se chegar aos resultados foi o de estudo de caso coletivo, que num primeiro momento, privilegiou as questões singulares e posteriormente os aspectos comuns aos quatro casos. Os sujeitos que participaram diretamente do estudo foram quatro casais de pais de primogênitos que freqüentam pela primeira vez a primeira série na escola de ensino fundamental e, sendo sujeitos indiretos, as quatro crianças e suas respectivas professoras. Todas as crianças têm entre seis e sete anos da idade, freqüentavam a mesma escola de ensino particular na zona urbana. Todos os casais são pais biológicos e estão no primeiro casamento Os resultados encontrados evidenciam que se pode encontrar a presença das histórias das famílias de origem de ambos os pais na história escolar de cada caso estudado. Os pais conservam o registro de como seus pais os educaram - os valores, as crenças, os legados e a arte de educar naquela família - bem como carregam até seus filhos expectativas de seus pais em relação aos filhos não cumpridas por eles em suas infâncias. A mãe e o pai são espelhos extremamente importantes na vida do filho. No entanto, às vezes, são necessários alguns ajustes nesses espelhos, os quais passam a refletir mais a história dos pais, do que a dos filhos em sua individualidade. Com esse estudo, foi possível evidenciar que a própria evolução da criança na escola foi um fator que propiciou um ajuste das expectativas dos pais em relação ao desempenho escolar do filho . Quanto à escola, pôde ser confirmada a necessidade da articulação entre ela e a família para privilegiar junto com o cognitivo, também os aspectos emocionais dos alunos. Os profissionais da educação necessitam ter clareza de que, ao cumprir a função de transmissora de conhecimentos, lidam paralelamente com outros aspectos do desenvolvimento, como por exemplo, o emocional, que está diretamente relacionado ao aspecto cognitivo. / The study on parenta! feelings and explications conceming the first-bom child's entry in formal school. It refers to transgenerational questions in the child's school story, which before belong to the parents school story. It follows a qualitative approach, of an exploratory nature, which enables to overcome a causal linear model in favor of a circular model. The basic investigative axis is centered on parental feelings and expectations regarding their first-bom child who was starting formal education. The father's and mother's school history, as well as the history of the relationship with the child, focusing on attachment, care and separation between parents and child were the main questions of a semi-structured interview. The method used was collective case study wich explored first the particular and then the common aspects of ali cases. The subjects took part in the study were four couples of firstbom who were in first grade of formal education, and indirectly the four children and their teachers. Ali children were around six and seven years old were in the same private school in an urban area. Ali couples were biological parents and were and the first marriage. The results show that it is possible to find features of the parents family of origin history in the school history of each case studied. The parents keep a record o f how they were educated by their parents - the values, beliefs, legacies and art o f educating in that family - and bring to their children their own parents unfulfilled expectations regarding their children The mother and the father are very important mirrors in the child's life. However, sometimes it is necessary to make some readjustment I these mirrors as they star to reflect more the parents' expectations conceming the child's school performance. As far as school is concemed, it is important that school recognizes the importance of its articulation with the family so as to take into account the child 's school performance. As far as school is concemed, it is important that school recognizes the importance of its articulation with the family so as to take into account child 's emotional apart from the cognitives aspects. The education professionals need to be aware that, in transmitting knowledge, they deal with other developmental features, such as for example, the emotional, wich is directly associated with the cognitive.

abstract: Despite high levels of academic achievement as a group (Ryan & Bauman, 2016), Asian American students face many challenges, including academic stress (Flatt, 2013; Liu, 2002) and depression (Aczon-Armstrong, Inouye, & Reyes-Salvail, 2013; Wang & Sheikh-Khalil, 2014). The purpose of this study was to examine self-beliefs (academic self-efficacy and independent self-construal) and family and cultural variables (perceived parental expectations for academic achievement and internalization of the model minority myth) that may affect the academic stress and depression experienced by Asian American undergraduates. A national sample of 314 participants (221 female, 89 male, 4 nonbinary) who self-identified as Asian American undergraduates were recruited online and through word of mouth. They completed assessments of six constructs: Academic self-efficacy, independent self-construal, perceived parental expectations for academic achievement, internalization of the model minority myth, academic stress, and depression. Hierarchical multiple regression analyses revealed that of the two self-beliefs, only academic self-efficacy was a predictor of academic stress and depression. The greater the students’ academic self-efficacy, the less academic stress and depression they reported. Independent self-construal was not a significant predictor. Additionally, perceived parental expectations for academic achievement also predicted academic stress and depression. The more students perceived that their parents had high expectations for their academic achievement, the more they experienced academic stress and depression. The cultural variable, internalization of the model minority myth, was not a predictor of academic stress or depression. A moderated hierarchical regression examining whether academic self-efficacy and independent self-construal moderated the relation between perceived parental expectations for academic achievement and academic stress and depression revealed no moderation effects. The importance of academic self-efficacy is discussed in the context of cognitive theory that posits that thoughts and beliefs affect behaviors and emotions. In addition, cognitive theory is used to explain perceived parental expectations for academic achievement, as these are perceptions and beliefs about others, as related to one’s self. That the internalization of the model minority myth was not related to depression and academic stress is discussed. Limitations and clinical implications for working with Asian Americans with academic stress and depression are also discussed. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2019

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In order to research the limited English proficiency of First Year National Intermediate Certificate students at the Further Education and Training College of Ekurhuleni West, the researcher investigated various motivation variables, namely: * socio-psychological factors * learner factors * parental involvement and * contextual factors related to the influence of the school and classroom A review of literature and empirical research methods were used to this effect. The literature review revealed that instrumental and integrative motivation, self-determination and goal orientedness, parental support and school and classroom context factors contributed to the development of ESL proficiency. A motivation questionnaire and an English proficiency test were administered to the participants. The results indicated no significant relationship between the learner's level of ESL proficiency and motivation variables. These findings form the basis for recommending specific guidelines for possible directions for future research. / Linguistics / M.A. (Specialisation in Applied Linguistics)

In order to research the limited English proficiency of First Year National Intermediate Certificate students at the Further Education and Training College of Ekurhuleni West, the researcher investigated various motivation variables, namely: * socio-psychological factors * learner factors * parental involvement and * contextual factors related to the influence of the school and classroom A review of literature and empirical research methods were used to this effect. The literature review revealed that instrumental and integrative motivation, self-determination and goal orientedness, parental support and school and classroom context factors contributed to the development of ESL proficiency. A motivation questionnaire and an English proficiency test were administered to the participants. The results indicated no significant relationship between the learner's level of ESL proficiency and motivation variables. These findings form the basis for recommending specific guidelines for possible directions for future research. / Linguistics and Modern Languages / M.A. (Specialisation in Applied Linguistics)

The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent. A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated. The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment. / Psychology of Education / M. Ed. (Guidance and Counselling)

The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent. A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated. The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment. / Psychology of Education / M. Ed. (Guidance and Counselling)