教育期望是对子女未来可达成的教育成就的信念，对子女的学业成绩和心理健康有重要预测作用。特别是在中国社会文化背景下，教育是改变社会经济地位的重要途径，获得高教育成就是中国家庭的重要期待。已有研究虽然广泛关注父母教育期望与子女教育期望的关系，但在相关程度、影响方向以及影响条件上尚不明确。同时，根据家庭系统理论和社会性别角色规范，应将父亲、母亲和子女作为整体进行考察，并区分父亲和母亲的不同作用。鉴于子女自儿童中后期形成并发展自我教育期望，在向青春期逐渐发展的过程中会发生心理特征和社会关系的诸多变化，本研究将在元分析考察亲子间教育期望相关程度的基础上，重点关注中国文化背景下，自儿童期向青春期发展阶段父母教育期望与子女教育期望的相互作用关系以及自我效能感在亲子间教育期望相互关系中的调节作用。

首先，研究一采用元分析方法，以世界范围内的28个独立样本共70525名儿童青少年为研究对象，考察父母教育期望与子女教育期望的总体相关程度，并探索性地分析了可能影响亲子间教育期望相关程度的调节因素。其次，研究二采用交叉滞后的研究方法，以河北省保定市3357名四年级学生及其父母为研究对象，每半年进行一次追踪，采集了三年共六次的追踪数据，以探索在儿童期向青春期发展阶段亲子间教育期望的影响方向，以及这种影响是否随时间发生变化。最后，研究三在研究二的基础上，进一步划分四至五年级和五至六年级两个发展阶段，分别考察子女学业自我效能感对父母教育期望影响子女教育期望的调节作用以及父母协助子女效能感对子女教育期望影响父母教育期望的调节作用。

本研究的主要研究结果如下：

（1）亲子间教育期望达到了高水平的正相关（r = 0.55），这种相关性随着出版年份的发展和测量间隔时间的增加而下降，美国的亲子间教育期望相关性低于其他的国家和地区，与父母实际教育期望相比，感知到的父母教育期望与子女教育期望的相关性更强。

（2）在儿童逐渐向青少年过渡阶段，父母教育期望与子女教育期望存在双向影响关系。在四至六年级的发展过程中，父亲、母亲教育期望对子女教育期望的影响略有下降，而子女教育期望对父亲、母亲教育期望的影响较为稳定。

（3）在四至五年级阶段，子女较强的学业自我效能感削弱了母亲教育期望对子女教育期望的正向影响；在五至六年级阶段，父亲较强的协助子女效能感削弱了子女教育期望对父亲教育期望的正向影响，而母亲较强的协助子女效能感增强了子女教育期望对母亲教育期望的正向影响。

本研究对于父母教育期望与子女教育期望的关系进行了详细探索，支持了教育期望相关的理论框架，为亲子间教育期望的关系提供了实证支持。本研究的结果揭示了亲子间教育期望的相互作用，启示我们在促进亲子间教育期望的代际融合时应把亲子双方的自我效能感水平纳入考虑，以更好地促进教育期望的融合统一，这能够为扭转子女的不利学业成就和心理健康水平提供参考。

Educational expectation is the belief of children’s future educational achievement, which plays an important role in predicting children’s academic achievement and mental health. Education is a vital way to improve socioeconomic status in China. Higher educational attainment is an important expectation in Chinese families. Although previous studies have widely found the relation between parents’ and children’s educational expectations, the degree of correlation, the direction and the conditions of effects are still unclear. According to family system theory and social role of sex, both parents and children should be investigated, and the effects of father and mother should be distinguished. In fact, children form and develop their educational expectations from the middle to late childhood. Moreover, as they gradually developing to adolescence, there will be many changes in their psychological characteristics and social relations. Therefore, the current study investigated the degree of correlation between parent-child educational expectations by meta-analysis. Furthermore, this study explored the presence of longitudinal reciprocal influences between parents’ and children’s educational expectations and the potential moderating effects of self-efficacy during the developmental period of childhood to adolescence in China.

Study 1 conducted a meta-analysis about the correlation between parents’ and children’s educational expectations based on 70,525 students from 28 independent samples around the world and explored possible moderators of this correlation. Study 2 investigated 3357 fourth-grade students and their parents in Baoding, Hebei province, China, who were surveyed six waves in consecutive three years. The cross-lagged panel model was used to estimate the longitudinal reciprocal relationship between parents’ and children’s educational expectations and to explore whether there were systematic development changes over time. Based on the longitudinal data, study 3 explored the moderating effects of academic self-efficacy on the pathway from parents’ educational expectations to children’s educational expectations and the moderating effects of parent’s self-efficacy for helping the child succeed in school on the pathway from children’s educational expectations to parents’ educational expectations during 4^th to 5^th grade and 5^th to 6^th grade.

The main findings of this study are as follows.

(1) Parents’ and children’s educational expectations were highly correlated (r = 0.55). As the growth of the year of publication and the increase of measuring time interval, the correlation between parents’ and children’s educational expectations gradually decreased. The correlation between parents’ and children’s educational expectations was weaker for America students than other counties. The effect size for correlation between perceived parents’ expectations and children’s expectations was significantly larger than the correlation between actual parents’ expectations and children’s expectations.

(2) There were longitudinal reciprocal relationship between parents’ and children’s educational expectations during the period from childhood to adolescence. As children matured from 4^th grade to 6^th grade, the effects of parents’ expectations on children’s expectations were slightly decreased. However, there were not systematical changes in the effects of children’s expectations on parents’ expectations.

(3) During 4^th to 5^th grade, compared to children with lower academic self-efficacy, children’s educational expectations were less influenced by mothers’ educational expectations in those with higher academic self-efficacy. During 5^th to 6^th grade, compared to fathers with lower self-efficacy for helping the child succeed in school, fathers’ expectations were less influenced by children’s expectations in those with higher self-efficacy for helping the child succeed in school. By contrast, mothers’ expectations were more influenced by their children’s expectations in those with higher self-efficacy for helping the child succeed in school.

This study explored the detailed relation between parents’ educational expectations and children’s educational expectations, supported the theoretical framework related to educational expectations, and provided empirical support for the relation between parent-child educational expectations. The results of this study revealed the reciprocal influences between parents’ and children’s educational expectations. It suggested that we should take the self-efficacy of both parents and children into consideration when promoting the inter-generational integration of educational expectations, so as to better promote the congruence of educational expectations, which could provide reference for reversing the adverse academic achievement and poor mental health of children.