One of the few ideas in psychology that is nearly beyond question is that parental expectations an d aspirations have substantial, or even large, effects on the achievements of their children. However, things may not be as straightforward as "expectations influence achievement." The present study used multi-level modeling to examine the effects of parental expectations at the individual level as well as at the school level on student achievement. In addition, the role of students' academic self-concept as a mediator of this relationship was examined. Results showed a relationship between individual parental expectations and student achievement when controlling for gender and SES. This relationship was partially mediated by students' academic self-concept. School-wide parental expectations did not have an effect on student achievement.

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