What is the difference between aspiration and expectation

Sampling weights are used to adjust for differential rates of sampling by census region, income groups, number of phone numbers in the household, and teenagers in the household. Included in the Time 1 survey were measures of educational expectations, educational aspirations, previous academic performance, depression, and demographic controls. Nine hundred and ninety three respondents were excluded from the longitudinal analyses due to this age restriction. Two hundred and four respondents were excluded due to missing data on at least one variable used in the analyses.

Included in the Time 2 survey were measures of attained level of education, depression, and demographics. The measures for Study 2 are outlined in Table 4. This measure was asked in the same way at Time 1 and Time 2. We recoded this variable into four levels of academic credentials: 1 some high school or high school diploma , 2 junior college or vocational school , 3 four year college degree , and 4 graduate school degree. As with educational expectations, we recoded this variable into four levels of academic credentials: 1 some high school or high school diploma , 2 junior college or vocational school , 3 four year college degree , and 4 graduate school degree.

To construct a measure of quixotic hope, we calculated the difference between aspirations and expectations. This measure ranges from 0 aspirations equal expectations to 3 aspire three levels higher than expect.

As in Study 1 we recoded these scores as 0 for the quixotic hopes measure and included a binary variable in the analyses identifying respondents whose expectations exceeded their aspirations.

Previous research suggests that educational aspirations and expectations are shaped by demographic characteristics, family background, educational attitudes and experiences [ 3 ]. Since these measures have also been linked to psychological wellbeing, their inclusion in our models is essential in order to examine whether expectations and quixotic hope may play an independent role in predicting psychological wellbeing. Demographic controls include age, gender, and binary indicators for black race and Hispanic ethnicity.

Finally, a binary indicator assessed whether respondents were currently in a romantic or sexual relationship. The Time 2 survey measured educational attainment using a binary variable indicating whether respondents had ever attended a four-year college. Table 4 contains descriptive statistics for the variables used in the models.

Tables 5 and 6 contain bivariate correlations for the cross-sectional and longitudinal analyses, respectively. Tables 7 and 8 contain the regression results for the cross-sectional and longitudinal analyses, respectively.

As in Study 1, evidence from this study suggests that the discrepancy between expectation and aspiration is more likely to be due to overly optimistic aspirations rather than pessimistic expectations. Specifically, among the students who had attended college by Time 2, only 9 said that they expected to reach only a high school of education.

As in Study 1, we assessed the relationship between quixotic hope and depression both cross-sectionally and longitudinally. In both sets of analyses, demographic control variables were entered in Step 1 followed by educational expectations in Step 2 and quixotic hope the positive difference between aspired and expected educational attainment in Step 3. In the longitudinal analyses, Time 1 depression and four-year college attendance were added to the model to investigate change in depression over time as a function of quixotic hope, independent of the level of educational attainment that respondents had actually achieved.

A hierarchical regression analysis was conducted in order to investigate the cross-sectional relationship between quixotic hope and depression when controlling for the demographic variables listed above. A hierarchical regression was conducted in which Time 2 depression was regressed onto Time 1 depression, socio-demographic controls, and family background variables in Step 1, educational expectations and four-year college attendance in Step 2, and quixotic hope the difference between aspired and expected educational attainment in Step 3.

This analysis allows us to investigate the relationship between quixotic hope and change in depression over time when controlling for expected attainment, actual attainment, and baseline depression.

A paradox exists in modern schooling: students are simultaneously more hopeful and more depressed than ever. Our findings suggest that these two phenomena are linked—when educational aspirations exceed expectations, students are more likely to present with depression. Two studies demonstrated that experiencing quixotic hope was associated with greater depression in the moment and over time among high school and college students.

In Study 1, aspiring to a higher grade than one expected predicted depression at the beginning and end of the academic year.

In Study 2, aspiring to a higher level of education than one expected predicted depression cross-sectionally and five years later. These effects were independent of whether people actually achieved their goal i. Together, the results demonstrate that a mentality in which the goal a student aspires to achieve appears out of reach based on what they expect to achieve is associated with poorer mental health in the form of greater depression.

Previous research has shown that indulging in fantasies about future success undermines effort in the here-and-now [ 18 ]. Our findings suggest that this process may occur particularly when aspirations exceed expectations. Rather than treating these constructs as separate, we argue that it is the discrepancy between them—holding big dreams without expectation of success—that is particularly diagnostic of vulnerability.

It is possible that the combination of aspiring high while expecting low creates a mindset that reduces positive affect in the moment and over time. Freitas and Higgins [ 45 ] demonstrated that experiencing hope while in a vigilance mindset characterized by fear of failure was associated with less enjoyment of academic-related tasks.

Hence, even if people achieve their goal, the seeds have already been sown for depressed affect. Other research suggests that motivational potential in the academic domain is realized particularly when people contemplate a situation in which they are likely to succeed i. This could explain why aspiring high while expecting low puts students at risk.

This mindset has the potential to reduce self-regulatory effort and harm mental well-being, creating a spiral of failure and depression that is self-reinforcing. Both studies relied on correlational data, and are therefore subject to the usual ambiguities regarding causality.

It is possible that the experience of quixotic hope leads to depression as students believe that their hopes are unlikely to be realized—a possibility that our longitudinal analyses support.

Of course, it is also possible that depressed students may hold lower expectations for themselves while holding high aspirations set by normative standards endorsed by peers, educators, and parents. It is not our intention to determine causality in this paper; simply the fact that the relationship exists between quixotic hope and depression poses a problem for students. In a time when students are encouraged to aspire higher [ 1 , 2 , 3 ], it is critical to understand the circumstances under which this message may be harmful to mental health.

Each study suffered from specific weaknesses that, when considered alone, limit our ability to draw firm conclusions. These limitations were addressed in Study 2, which had a large, nationally representative sample with ample demographic controls including a more representative measure of previous school grades. Study 2 had a main limitation in that the depression measure was not ideal, being only one item that was not clinically validated.

This may explain the relatively modest levels of variance accounted for in this variable. However, obtaining the same results as Study 1, which included a well-validated depression measure, gives us confidence in the finding. The studies therefore complement one another in a variety of ways. Not only do the main strengths of each study compensate for the limitations of the other, the studies provide convergent evidence for our hypotheses using different time scales one academic year in Study 1; five years in Study 2 and levels of specificity in educational goals a specific piece of assessment in Study 1; level of educational attainment in Study 2.

It is when considered together that the studies provide the most robust support for our theorizing. To be clear, we are not suggesting that young people stop aiming high or dreaming big. Instead, we suggest that mere positive thinking is insufficient to overcome barriers to success, and thus can lead to disappointment. Our data reveal that students with quixotic hopes were more likely to come from low-income families, have parents who did not attend college, and to have previously experienced academic challenges.

These students experience real structural barriers to educational attainment, as reflected in the discrepancy between their aspirations and expectations.

Interventions should address these barriers to achievement, thus increasing the self-efficacy and capability of students to achieve their dreams. Extensive research has shown that expectations rooted in feelings of self-efficacy encourage persistence and effort, and often yield academic success [ 47 , 18 ].

Even aspiration has been theorized to encourage feelings of agency and recognition of strategies to improve oneself [ 32 , 39 ]. But to do so, practitioners and policy makers need to be aware that teaching students to dream big may have unintended negative consequences among those who are not yet capable of achieving their dreams. Conceived and designed the experiments: KG MF. Performed the experiments: KG TC. Analyzed the data: KG MF.

Browse Subject Areas? Click through the PLOS taxonomy to find articles in your field. Abstract A paradox exists in modern schooling: students are simultaneously more positive about the future and more depressed than ever. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Data Availability: All relevant data are within the paper and its Supporting Information files.

Introduction In school, we teach kids to dream big, aim high, and shoot for the stars. Negative Consequences of Aspiration Across a variety of life domains, we are taught the value of positive thinking. Study 1 Study 1 assessed the relationship between quixotic hope and depression among university students in their final year of a psychology degree.

Time 1 Survey Expected grade. Aspired grade. Quixotic hope. Previous grades. Time 2 Survey Actual grade. Depression was measured in the same way as the Time 1 survey. Results Table 1 contains descriptive statistics of the variables in the models.

Download: PPT. Table 1. Means and standard deviations for measures included in the model Study 1. Table 2. Bivariate correlations between the variables in the model Study 1. Time 1 Depression A hierarchical regression was conducted in which T1 depression was regressed onto previous grades in Step 1, expected grade in Step 2, and quixotic hope the difference between aspired and expected grade in Step 3.

Time 2 Depression A hierarchical regression was conducted in which T2 depression was regressed onto T1 depression and previous grades in Step 1, expected grade and actual grade in Step 2 and quixotic hope the difference between aspired and expected grade in Step 3. Study 2 Study 2 assessed quixotic hope in a nationally representative cohort of high school students in the United States reporting their aspirations and expectations for progression through the higher education system.

Method Ethics Statement The survey data used for Study 2 were fully anonymized and cleared of identifying information before being released for general public access; thus no ethical clearance was required to use these data for the present study. Table 4. Means and standard deviations for measures included in Study 2. Measures Depression.

Expected level of educational attainment. Aspired level of educational attainment. Control Variables. Results Table 4 contains descriptive statistics for the variables used in the models. Table 5. Bivariate correlations between the variables in the model Study 2, Time 1. Table 6. Bivariate correlations between the variables in the model Study 2, Time 2.

Table 7. Results of regression analyses for Study 2 Time 1 depression. Table 8. Results of regression analyses for Study 2 Time 2 depression. Time 1 Depression A hierarchical regression analysis was conducted in order to investigate the cross-sectional relationship between quixotic hope and depression when controlling for the demographic variables listed above.

Time 2 Depression A hierarchical regression was conducted in which Time 2 depression was regressed onto Time 1 depression, socio-demographic controls, and family background variables in Step 1, educational expectations and four-year college attendance in Step 2, and quixotic hope the difference between aspired and expected educational attainment in Step 3. General Discussion A paradox exists in modern schooling: students are simultaneously more hopeful and more depressed than ever.

Supporting Information. S1 Dataset. Grounded in realism so as to not be deluded or just constantly disapointed. How about you? How do you mange these two tensions? Take care and be well, Jon. I'll share new podcasts, talks, posts, books and involve you in projects. No spam! Jon Barnes. Life goes the way it is going to go, not the way one individual person demands. Some people react in very severe ways depending upon how attached one is to a particular outcome.

The issue at hand is this; the ego sees itself as the centre of the universe. Then it can become angry or sad. Science has shown that our emotions are induced by the releasing of certain chemicals within our systems. If we have a disappointment, these chemicals may produce a body sensation and feelings that accompany it.

We have all felt this type of stimulus-response before. How we respond to it is the key. Life really is all about developing positive conversations in our head in order to rationalise and manage our responses. The worst way to handle our unfulfilled expectations is to feel sorry for ourselves and become a victim of our circumstances.

Nothing good comes out of this. The stronger the attachment to an external expectation, the worse one will feel. The more of a victim we are, the deeper into a negative mode we may fall. As victims, we have no power to change anything. This brings me to something that I feel needs clarification. Going with the flow is a great place to start as most of us swims upstream against the very strong current of life. We just need to learn that we can adapt to the process and become more of an observer, not a victim.

There is another side to this, as there is with everything in life. Duality rules! These are opposing ways of thinking, but as I explain in the book, they really are complementary if you approach it correctly. Napoleon Hill wrote about getting what you want out of life in his masterpiece Think and Grow Rich. There is an infinite number of ways to perceive life so why not choose to think about it in a positive way.

There are a number of emotions that you have inside you; why not get in touch with the positive ones? You do have a choice if you want to grow and change. You want to continue to be right. Good luck with that! You will continue to get the same results and perhaps a downward emotional spiral will begin.

Maybe a doctor can prescribe you some medication to help! This intention must include positive ways of thinking and finding positive emotions to accompany them. What we are doing is rewiring our brains that will in turn re-create our reality.

There is an unlimited number of ways to perceive life and our perceptions will in turn help to create how others react to us. If we are negative, people will probably be negative back. The opposite of this is true for positivity. How we interact with others opens up endless possibilities for our present and future. Really, this is a simple concept. The hard part is to make our egos give up its control. The ego is sourced by fear and negative emotions. Our challenge is to change our mindset and our emotions to something positive and empowering.

Patience, persistence, positive thinking, positive emotions, surrendering or adapting to the process, all will help us to ultimately get what we want. What I have found is that by going through our process, sometimes our perspectives change and what we want changes. Life is so wondrous and mysterious. So, let us concentrate on our aspirations, not our expectations. Our aspirations are a steadfast longing for a higher goal; an earnest desire for something above oneself.

Aspirations help us to become more than we are. The ego can never be truly happy.