The Effect of Parent’s High Expectation to the Academic Stress of

Students
Introduction
Background of the Study
“Parents are the ultimate role models for children. Every word, movement and action has
an effect. No other person or outside force has a greater influence on a child than the parent.”
Bob Keeshan. Today, in the modern educational world, parental expectations are something
which plays a crucial role as far student academic life is concerned. Parent expectations exert a
lot of pressure on the students and therefore increase the academic stress of students. As much
as expectations can encourage students to perform quality work in class, they can also exert
lots of pressure that may lead to anxiety and in the long run mental breakdowns. Studies show
that a higher proportion of learners regard academic pressure as a main cause of stress, and
they blame this on parents’ expectations (Trivedi, 2022; Longdom, n. d. ).
Academic stress is a main concern within educational research; the expectation from
their parent / parents can give a lot more stress on students, adding up with all academic work
in extra activities which directly connected through as well campus related expectations working
both simultaneously- it becomes unbearable for many Logue This stress might result in anxiety,
poor self-esteem and lack of academic motivation that subsequently may meddle with overall
school performance as well as mental health.
The first research hypothesis is based on the phenomenon that stress during
adolescence mainly manifests in the pressure felt by students with high expectations and
demanding parents, we aimed to examine multiple-stressors of these aspects (in addition more)
relations between academic stresses among young adolescents. In this paper, we aim to
understand the effect that mastery goals and authoritarianism has on stress and coping as well
as academic achievement by exploring these expectations experienced in order to address the
relationship between parental ambition coming at a cost for student welfare. This research will
also serve as a systematic literature review all connections with the empirical study that was
conducted.
The profound nature of this research topic stems from the increasing number and variety
of negative consequences related to academic stress for students, leading up to reductions in
performance but then also mental health-related problems as well as general 1well-being. This
research seeks to better understand how high parental expectations mutually generate
academic stress and provide thoughtful understanding of the benefits this knowledge can have
on educational practices, parenting guidance as well support services for students. Recognizing
these dynamics will allow us to create construct realistic positive expectancy tempered with
stress that is managed in a healthy manner.
It is well established in the literature that high parental expectations can have two
conflicting outcomes on students: positive and negative. Teaching children, on the other hand of
that assertion is in which parental encouragement can actually be a motivational force for
students to achieve extra academically. Conversely, if expectations are too high, they can lead
to stress, anxiety and burnout. Research by Smith et al. These moral holds as true in the
present studies discussed by Huang et al. (2018) and Lee (2020), demonstrating that parental
involvement can be grafted from beneficial realms of support, knowing their child is capable
enough to succeed academically but walks hands-in-hand with unhealthy expectations which
deepen academic stress and suffering along mental health impacts of youth going through
school anxieties.
However, there is still a gap in knowledge about the precise mechanisms that high parental
expectations can result into academic stress as indicated from existing research. Most of the
studies have dealt with general correlations and ignored the psychological and emotional
aspects that are involved. Further, there is very little study to show how various cultural contexts
affect this dynamic. This will give a better perspective on what is known about how students’
parents’ beliefs do or don’t help them succeed in school. Consequently, this can provide more
diverse suggestions for academic support based on an analysis of different cultural-contexts
across the globe.
The need to better comprehend the intricate connection between student’s stress and
expectations of parents is what has led to the choice of this aspect for study. The present
situation requires an investigation into how parental expectations contribute to these problems
in light of the spiking academic pressures and growing mental health concerns of students. It is
crucial to conduct this research for designing strategies that can help students and parents
manage their expectations better and lower stress levels.
Significance of the study
The purpose of conducting this research is to examine the effects of parent’s high expectation to
the academic performance of students.

Objectives
The study aims to:
1. Determine the level of parent’s high expectation.
2. Determine the academic stress of students.
3. Determine the relationship between the parent’s high expectation and the students’ academic
stress.

Expected Outputs
The study anticipates:
1. Acknowledge of a strong correlation between high parental expectations and levels of
academic stress.
2. Sex differences in young adults’ stress responses to parental expectations.
3. Offering suggestions to parents on what are reasonable expectations and what could
negatively affect the students.

Limitations of the study

This study is to focus on the 100 randomly selected students of the Bachelor of Elementary
Education of University of southern Mindanao. One key limitation of this study is that it relies on
self-reported data from students, which may be subject to bias. Additionally, the study has a
relatively small sample size, as it is limited to100 randomly selected students. This limits the
ability to generalize the findings to a broader population of colleges. The study also only
examines the effects of parent’s high expectation to the academic stress of student, and does
not assess the effects of parent’s low expectation to the academic stress of student.

Operational Definitions
Key terms are defined as follows:
1. Parental Expectations: The beliefs parents hold regarding their children's academic
achievements.
2. Academic Stress: Psychological pressure experienced by students related to academic
responsibilities. experiences of tension and pressure in relation to school work.

Theoretical Framework
The study is grounded in several theories:
1. Expectancy-Value Theory: Explains how parental expectations influence student motivation
and stress
2. Finn's Expectation Theory: Highlights the interaction between parental and student self-
expectations.
3. Social Capital Theory: Emphasizes the role of parental expectations as a form of social
capital affecting student outcomes.
4. Relational Development Systems Theory: Suggests that parental expectations are
environmental factors influencing student development.

Conceptual Framework
Visual representation of the conceptual framework:

[Parental Expectations]
↓
[Academic Stress] → [Academic Performance]
↑
[Parental Involvement]

Conclusion
This conceptual framework provides a structured approach to understanding the complex
interactions between parental expectations, academic stress, academic performance, and
gender differences. By examining these relationships, the study aims to uncover the nuances of
how parental influence shapes students' academic experiences and outcomes. This framework
will guide the research design, data collection, and analysis, ultimately contributing to a deeper
understanding of the dynamics at play in educational settings.

Hypothesis
To assess the impact of parental expectations on academic achievement of students following
hypotheses are made.
• There is a positive correlation between parental expectations and academic stress among
male and female students.
• There is a negative relationship between parental expectations and academic stress among
female students.
• Definition of the Variables

Longdom. (n.d.). Parental expectations & effect of perceived academic stress on students'
performance. Retrieved August 26, 2024, from https://www.longdom.org/open-access/parental-
expectations-effect-of-perceived-academic-stress-on-students-performance-91672.html

Trivedi, R. (2022). Consequences of parental expectations and academic stress on academic

achievement in higher studies. *IOSR Journal of Research & Method in Education*, 12(1), 65-
70. Retrieved from https://www.iosrjournals.org/iosr-jrme/papers/Vol-12%20Issue-1/Ser-1/
J1201016570.pdf