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.