Lecture | Research Seminar
FGGA Research Seminar: “Great Expectations”: Parent Aspirations, Children’s Academic Achievement and Its Effect on Citizen Satisfaction
- Date
- Thursday 21 March 2019
- Time
- Explanation
- No registration is needed for the seminar. After the seminar, refreshments will be served.
- Series
- FGGA Research Seminars
- Location
-
Wijnhaven
Turfmarkt 99
2511 DP The Hague - Room
- 2.60
Abstract
This paper explores how parents’ academic aspirations for their children moderates the effect of organizational and individual performance on citizen satisfaction. Existing studies of schools suggest an association between student performance and citizen satisfaction (Favero and Meier 2013) and also a linkage between parental expectations and student performance (Seginer 1983). While examining a highly understudied area of the cognitive process of performance information, we argue that educational aspirations moderate citizen satisfaction with both organizational and individual performance. Using data from Seoul Educational Longitudinal Studies (SELS) at Seoul City government in South Korea between 2010 and 2015, we linked individual survey responses on parent and student satisfaction with individual and organizational test scores respectively as they interact with parents’ aspirations. Parental expectation is measured as the educational level that the parents expect their children to achieve. The preliminary findings indicate that parental expectation moderates the relationship between individual performance and satisfaction significantly, suggesting that parents with higher academic expectations are more satisfied with better performing schools and students.
Biography
Nathan Favero is an assistant professor in the Department of Public Administration and Policy at American University in Washington, DC. He received a PhD in political science from Texas A&M University in 2016. His research focuses on internal management, performance, research methodology, race/ethnicity, and customer satisfaction in the context of public institutions. Most of his empirical work has considered these topics in the context of education, drawing data from public school systems in Texas, New York City, California, South Korea, and Denmark. His research has been published in a variety of academic journals, including the Journal of Public Administration Research & Theory, Public Administration Review, the International Public Management Journal, and Public Administration.