Academic Expectancies of Significant Others and Elementary Students' Learning Engagement and Outcomes

Dataset Contents: Survey and achievement data from 100 4th-grade students in Harare, Zimbabwe, collected in 2025. Includes: - Student demographics (age, gender) - Parent aspirations and expectations (5-point scale) - Teacher academic expectations (3-5 point scale) - Student-reported perceived academic competence (6-item composite) - Three dimensions of learning engagement (affective, behavioral, cognitive) - Academic achievement scores (individual and relative ranking) - Calculated aspiration-expectation gap scores Key Variables: - `participant_id`: Unique identifier (1-100) - `pac`: Perceived Academic Competence (1.5-4.1 scale) - `teacher_exp`: Teachers' expectations (3-5 scale) - `parent_aspiration/parent_exp`: Parental hopes vs. realistic predictions - `aff_engage/beh_engage/cog_engage`: Learning engagement dimensions - `ach_i`: Individual achievement (65-96%) - `asp_exp_gap`: Discrepancy between parent aspirations and expectations Methodology: Two-wave study with parent/teacher surveys (August 2025) and student measures (September 2025). Sample: 100 students (63% female), their parents/guardians (56% mothers), and 4 teachers from one public primary school. Research Focus: Examining how significant others' academic expectancies influence students' self-perceptions, engagement, and achievement through Expectancy-Value Theory. Format: Clean CSV with composite scores pre-calculated, no missing data in key variables, ready for statistical analysis. Citation: Dataset supports research on educational psychology, cultural influences on motivation, and expectancy transmission mechanisms in Global South contexts.