Parental and teacher expectations for students’ academic performance, expressed as confidence in students’ academic potential, may play a critical role in fostering holistic development. However, the specific mechanisms through which these perceived expectations influence academic motivation and psychosocial well-being remain underexplored. This research tests a hypothesized model of the role of mathematics self-concepts in linking perceived parental and teacher expectations to self-determined motivation and achievement goals in the subject and various aspects of psychosocial well-being. Two studies were conducted with Singaporean students (Study 1: N = 2,632, Mage = 14.05 years; Study 2: N = 450, Mage = 13.98 years), with surveys administered at two points during the academic year. Results consistently showed: (a) perceived parental expectations had a more salient role in mathematics self-concepts compared to perceived teacher expectations; (b) mathematics self-concepts partially mediated the relationships between perceived parental expectations and motivation, goals, and well-being (except connectedness); (c) these relationships were relatively stable over time; and (d) perceived teacher expectations complemented perceived parental expectations in predicting mathematics self-concepts, connectedness, and happiness. These findings highlight the distinct yet complementary roles of parents and teachers in shaping developmental outcomes, emphasizing the importance of considering cultural context and offering insights for educational practices to support students’ academic and psychosocial functioning.
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