Professional Documents
Culture Documents
CHAPTER 1
Introduction
Every child is vulnerable and can either be formed to be effective or made to flop
throughout everyday life. As per the Child and Youth Welfare Code of the Philippines, the child
is a standout among the most essential resources of the country, the advancement and upgrade of
the child's life and welfare is additionally tie on the ethical supervision and bolster given by his
parents or guardians. All together for a child to succeed, guardians apply a ton of influence on
their child's psychological advancement in the early years and hence, the contact between home
and school ought to be kept up, particularly amid the elementary school years. Although family
guardians, if properly supported, are ready to dedicate additional time and exertion to helping
with their children’s education, both in the home and school environments (Ho, 2009).
Parent backing and investment are very much characterize if the important, educators and
guardians go connected at the hip in accomplishing the advancement of the understudies and of
the absolute school network (Evangelista, 2008). Hoover-Dempsey and Sandler portrays parental
inclusion as a "rich vein" of proceeded parental impact in the lives of children as they create
through the basic, centre and secondary school years. This suggests advantages of a solid self-
teach relationship try not to finish with youngsters' accomplishment in early long periods of
training, yet it holds on through their grown-up life (Bartolome, Mamat, and Masnan, 2017).
2
Being a parent is generally viewed as an intricate and esteemed job that most grown-ups
would embrace and see as a standout among the most significant ventures in their lives. This is
positively obvious in Philippine society, where the family is "the focal point of [Filipinos']
universe" (Jocano 1998, p.11). From a scientific angle, an under-remaining of child rearing is
significant to the investigation of human advancement, given substantial examine proof that how
guardians bring up their children are cause and associate of different positive and negative
results, from school and work accomplishment to withdrawn conduct and psychological
instability (Collins et al. 2000). Be that as it may, the flow condition of learning stays
commanded by Western research (Henrich, et al., 2010), and more socially assorted points of
view on child rearing and families are fundamental to land at an increasingly extensive
information of human advancement. This part shows the predominant subjects that depict child
The one of a kind history, values, encounters, adjustments, has formed Child rearing in
the Philippines and methods for being that portray the Filipino individuals and their way of life.
The key presumption of this section is that parent-youngster connections, and the unpredictable
jobs, implications, and outcomes related with child rearing, are install in and formed by more
extensive settings, for example, expanded kinfolk systems, neighbourhoods, financial class, and
(Bronfenbrenner and Morris 1998) and Super and Harkness' Developmental Niche (Super and
Harkness 1986) recommend that the sociocultural condition speaks to outlines or remedies that
influence and bolster the specific practices of guardians as they cooperate with their kids, and
thus youngsters' reactions to and practices towards their standard ends. The social setting in like
manner shapes the mentalities, convictions, and objectives that undergird guardians' practices;
3
and the sorts of conditions and exercises that guardians set for their kids (Bronfenbrenner and
Morris 1998; Bornstein and Cheah 2006; Super and Harkness 1986; Harkness and Super 2006).
In school, students flourish to perform well, consent to necessities, for example, tests,
tests, and homework. All these are reflected in their scholastic execution (Pintrich and De Groot,
introduction (Johnson, 2012; Roebken, 2007). Objective introduction alludes to how a person
situated or execution arranged objective (Ames and Archer, 1988). Strangely, objective
introduction is said to create an alternate idea among Filipinos (Bernardo, et al., 2008).
The central question of the study is “What is the lived experience of senior high school
1. How do senior high school students describe their experience of parental pressure?
2. What circumstances lead their parents to expect their children to aim for high grades?
Through this research, the researchers able to determine the parental pressure and senior
high school students’ struggles for high grades therefore they might be able to strengthen it.
The generalization of this study would be great contribute to the vast knowledge in
relation to students’ achievements. Vital results of this study could be highly significant and
Students. The results will provide the students with some knowledge on parental pressure
and how they overcome it. It will give the students’ realization about it.
Parents. This study will give knowledge for them to provide emotional and moral
support to their respective children who are suffering academic pressure. It will stipulate them
Educators. The given data would guide the teachers on what to do with students that
suffering academic pressure. They would be able to understand on why students struggling
parental pressure.
Future Researchers. This could serve as a baseline data for researchers who wish to
improve their own study. This may be used as a guide for those who aim to emphasize the
The general aim of this study is to know the pressure of middle adolescents in senior high
department in a private school of Sta. Maria, Bulacan with the focus on student’s health and
study habit.
This study mainly distinguish and assess diverse factors that influence the student of the
middle adolescent students. Also, this study desires to distinguish on how the researchers can
create and assist the middle adolescents’ students to be confident enough, dealing and
intervening with the different pressure issues related to parents that the middle adolescents’
students is currently facing and the problem that may come into future. This study will conduct
CHAPTER 2
This chapter contains the review of related studies, theoretical and conceptual framework
of the study, and the definition of terms that can surely support the thought of this study.
This focuses on the different approaches and methodologies that are relate to the study.
The researcher used articles, journals, and studies on local and foreign. These materials were
gathered to have furthered and more extensive knowledge and evidence in the proposed study.
The researchers examined the reasons for parental pressure on students to accomplish
high grades and students' levels of tension and stress. This study into was brought out through a
blended technique research design. For quantitative information, 100 male and 100 female
undergraduate business projects' students from one public and three private colleges were
randomly chosen. An instrument, the Depression, Anxiety, Stress Scale (DASS42) was utilized
for survey which is accessible free at the site of the psychology department of the University of
New South Wales. For qualitative information, 4 male and 4 female students were randomly
chosen and met. The results illustrated that male students are pressurized more than female
students, yet female students' dimensions of anxiety and stress were observed to be higher.
Students are pressurized by their parents to accomplish high grades in scholastics for various
reasons for example social respect, scholarship, parents' future and parents' venture on children's
education and so forth. This study will be helpful for educational policy makers, curriculum
This paper is concerned with parental desires for school-aged kids in the United States and China
under the impacts of historical, cultural and social context. The researcher exhaustively thinks about
relevant literature in both America and China, deciding the distinctions as far as different parenting
patterns. Research about parental desires in the two countries will assist me with bettering comprehend
the distinctions of parental contribution in instruction and see a few issues and phenomena in current
society. The methodology depends on hypothetical/applied literature, and it's anything but an
The study goes for investigating the impact of friend and parent pressure on the scholarly
accomplishment of college students. The male and female college students of master’s class were the
number of studies. 156 students were chosen by utilizing cluster sampling method from three
departments of college (Business Administration, Computer Science and Economics) as an example for
the study. An opinionnaire was utilized to inspire the conclusions of the students with respect to
companion and parent pressure. The discoveries of the study were the parent pressure impact decidedly
and peer pressure impacts adversely the scholastic accomplishment of students and particularly female
college students. No effect of peer and parent pressure was found on the accomplishment male students.
The parent's pressure has beneficial outcome on the scholastic accomplishment of Business
According to researchers the conventional social qualities and a quickly growing economy,
Mainland Chinese youths generally encounter high level of pressure from their parents to perform well in
school, which may have negative effects on adolescents’ psychological functioning. Data from 997
students in four Beijing high schools were utilized to examine relationship of Chinese parents' warmth
and parental pressure regarding students' scholastic work with the adolescents’ levels of anxiety and
depression symptoms. The study also tested whether a parent's level of warmth can direct negative
8
consequences for immature manifestations of the parent's own academic pressure on the adolescence, as
well as negative impacts of the other parent's pressure. Gender differences in association between
childrearing behaviour and adolescent functioning were discovered. Both female and male adolescences
evaluated mothers as showing higher warmth and pressure than their fathers, however both parents'
behaviour were related with children’s mental health, in general fathers' childrearing (particularly
academic pressure) had more grounded relationship than mothers' childrearing with adolescents' misery
and anxiety. Greater parental warmth generally diminished the relationship between that parent's
academic pressure and adolescences' psychopathology symptoms, yet one parent's warmth had mixed
impacts on effects of the other's pressure. Ramifications of the findings for encouraging adolescence
psychological well-being with regards to the Chinese concept of "preparing" children to be academically
successful are discussed (Quach, Epstein, Riley, Falconier, and Fang, 2013).
Based on the researchers test tension has turned into a significant issue in current society (e.g.,
Peleg, 2004). Studies have observed it to be related with childrearing and family designs (e.g., Peleg et
al., 2003) and explicitly with separation of self (Peleg, 2004; Peleg et al., 2003). Additional studies
reported that parents' academic desires may assume an especially imperative role in offspring’s test
anxiety (e.g., Fox, Henderson, Marshall, Nichols, and Ghera, 2005; Peleg-Popko and Klingman, 2002).
The reason for the present study was to assess the connections between separation of self, perception of
parents' academic expectation and test uneasiness among college students. Specifically, the researchers
examined whether the relationship between differentiation of self (exogenous variable) and test anxiety
(endogenous variable) was mediated by apparent parental academic expectations. Participants were 392
female college students (ages 19– 36, mean age 23.6, SD = 2.8). Structural equation modelling (SEM)
was conducted the AMOS program (Arbuckle, 2007) to test this mediation effect with respect to all
subscales. Results demonstrated that students' perception of their parents' academic expectation filled in
emotionality (test anxiety subscale) and between emotional cut-off (differentiation of self-subscale) and
9
stress (test anxiety subscale). Students with higher level of synthesis with others or emotional cut-off
announced higher perceived parental academic expectations and higher levels of test anxiety. Educators
and school consultants can utilize the outcomes to make profiles that will help identify which students are
probably develop excessive test anxiety (Peleg, Deutch, and Dan, 2016).
The improvement of a scale to quantify apparent wellsprings of academic stress among university
students. Based on experimental evidence and recent literature review, the researchers built up an 18-item
scale to measure perception academic pressure and its sources. Specialists (n = 12) participated in the
substance approval procedure of the instrument before it was directed to (n = 100) students. The
developed instrument has inner consistency dependability of 0.7 (Cronbach's alpha), there was evidence
for content legitimacy, and factor analysis results in four corresponded and hypothetically significant
variables. They developed and tested a scale to measure academic pressure and its sources. This scale
This cross-sectional study inspected relations between rich juvenile change and socially notable
factors inside parent-child relationship and extracurricular domain. Bootstrapping systems assessed
interfered impacts among parental perfectionism, perceived parental pressure, intensity organized activity
(OA) involvement, and adolescence modification (i.e., depressive and anxiety symptoms, life fulfilment)
within an example of tenth graders and their parents (n = 88 parent-child pairs) from four high schools in
affluent communities. Sightings indicated that adolescence with more perfectionistic parents perceived
progressively parental pressure and experienced poorer modification. Results also exhibited that affluent
adolescents who perceived progressively parental pressure were more extremely involved in OAs,
however that higher OA intensity was connected to better alteration. Findings feature the significance of
considering about parental perfectionism when understanding adolescence behaviour and psychological
results, confirm the negative direct impacts of parental pressure on modification, and authenticate prior
research dissipating that highly intense OA involvement is connected to juvenile maladjustment (Randall,
Grounded in Self-Determination Theory, structural equation modelling (SEM) with the point of
looking at how parental support/pressure could influence their children's motivational procedures in
sports was conducted, just as the models' differences in operability regarding sexual orientation. The
sample size was 321 children ranging in age from 10 to 16 years of age who were athletes from
Extremadura, and 321 parents (included just the father or mother progressively included with the sports of
his or her child). 175 participants were male and 146 were female from individual (n = 130), and team
sports (n=191). A survey was directed to evaluate parental view of support/pressure and another
questionnaire was led to measure fulfilment of essential mental necessities, type of inspiration and
satisfaction/boredom appeared by their children towards sports practice. Results exposed that parental
pressure unfavourably anticipated fulfilment of the basic psychological needs. It also emerged as a solid
positive predictor inherent motivation and negative predictor of amotivation. In addition, instinctive
encouragement emerged as positive predictor of satisfaction and a negative predictor of boredom, while
amotivation decidedly anticipated exhaustion and adversely anticipated pleasure. Moreover, results
appeared there were mean contrasts by sex: male athletes perceived more prominent parental pressure.
Hence, it is important to diminish parental pressure towards their children in sports, with the aim of
making them progressively encouraged and enjoy, advancing positive outcomes (Amado, Sánchez-Oliva,
The researcher investigated the profession improvement and exploration experiences of youthful
grown-ups in Canada, through the viewpoint of parental pressure experiences and impression of control.
Using a grounded theory approach and a qualitative method, in-depth meetings were conducted to break
down participant narratives. Key topics developed. Participants experienced progressively parental
pressure in their college years compared with adolescence or high school years. They occupied with more
profession investigation and set a higher prominence on individual vocation and individual scholarly fit
among college years. Parental pressure did not appear to affect profession exploration in later years, when
different variables were adding to career exploration. With respect to apparent control, most members
11
held a moderate to high level of apparent authority over there in general and profession situations yet felt
that parental pressure reduced authority over their career future. The results have suggestions for
vocational psychology and career guiding with youthful grown-ups (Corey, 2015).
According to Dasigner, parents explain children with youth sport and can expand a child's level of
enjoyment in the game. However, parents can also put excessively pressure on the child, which can
prompt to expanded pre-competition anxiety and decrease performance (Bois, Lalanne, and Delforge,
2008; Scanlan and Lewthwaite, 1984). The reason of this study was to inspect the connections among
seen and wanted parental pressure, pre-rivalry state uneasiness, ensuing execution, also, goal to proceed
The conclusions of the researchers that mothers influenced food in-take grown from the ground
admission by means of their own examples of products of the soil consumption and by influencing their
children tendencies to be picky eaters. Both picky and non-picky eaters had parts of their diets that did not
meet proposals. Taken together, these findings propose that parents should concentrate less on "picky
eating" conduct and more on modelling fruit and vegetable consumption for their kids (Galloway, Fiorita,
This examination reviewed children's impression of their parents' commitment in a wide range of
extracurricular activities, reaching out past the games space extending beyond the sports domain. The
Parental Involvement in Activities Scale (PIAS) was made to evaluate children's impression of their
parents' attachment. The PIAS brought out a 16-thing measure with 2 factors, "support" and "weight."
The proportion of time children spend in their activities and their full of feeling basis of collaboration
were furthermore overviewed. Perceived parental help positively anticipated participants' amount of
extracurricular involvement. Perceived parental support and pressure anticipated children's affective
experience of participation. Present outcomes propose that parental support and pressure are factors that
might be central understanding how to optimize children's extracurricular input. Recommendations are
made with respect to how parents can alter their involvement to contribute to their children's positive
12
Overall, the understanding of said phenomenon is considered incomplete because of not deeply
exploring the similarities and differences with any typical studies. Their participants were much lower
than expected so that the data were not completely represented and employed from one class. This study
will identify these variables with the aim of enhancing the importance of basic psychological needs to
Theoretical Framework
This study on Parental Pressure on Senior High School Students’ Struggles for High Grades
possibly based on the theory of planned behavior by Ajzen’s (1991). The theory focuses on the
motivational reasons that lead to higher intentions to perform a behavior on the basis that “the stronger
the intention to engage in a behavior, the more likely should be its performance” (Ajzen, 1991, p.181).
According to the theory of planned behavior, one should understand the reasons that lead to intentions in
Conceptual Framework
Parental Expressions
Parental Expectations Parents’ Experience
Parental Pressure
Figure 1.0
13
As shown to figure 1.0, it focuses on the things that causes parental pressure to students and it
focuses on the things that what might be the resolution and enlightenment of the students upon this issue.
On the first part, it shows three possible causes of parental pressure. The last part shows the things what a
Definition of Terms
This section lists and defines the significant terminologies that was used in this study. The
Perfectionism. A refusal to accept any standard short of perfection (Oxford dictionary, p. 606)
CHAPTER 3
Methodology
This chapter describes and discusses how the researcher will gather the necessary data
and information that will be use in the entire study. It describes who will be the respondents and
focus of the research. This also shows the procedure of data collection and instruments will use.
The purposes behind possessing the inductive methodology was that it considers the
setting where investigate exertion is dynamic, while it is likewise most fitting for little examples
that produce subjective information. In any case, the primary shortcoming of the inductive
perceptions, in this way the unwavering quality of research results being under inquiry (Denzin
Research Design
In order to satisfy the objectives of the dissertation, a qualitative research was held, it is
associated with naturalistic inquiry. Naturalistic inquiry is a way to deal with understanding the
social world in which the researcher observes, portrays, and translates the encounters and
activities of explicit individuals and gatherings in societal and social setting (Salkind, 2010). The
findings form in-depth qualitative research are phenomenology in the real-life experiences of the
respondents.
Qualitative procedures focus on the perspectives of the participants and allow them to
have a voice. Differences between individuals and cultures are therefore embrace during the data
analysis and discussion of findings. Therefore, with qualitative methods, one can derive meaningful
15
answers and a greater understanding of the participant’s personal experiences. Furthermore, qualitative
methods embrace complexity and texture within the participant’s story. Therefore, qualitative researchers
accept the incompleteness and messiness within the data, reflecting the realities of the participant’s life
(Shank, 2002).
The effectiveness of qualitative research is heavily based on the skills and abilities of researchers,
while the outcomes may not be perceived as reliable, because they mostly come from researcher’s
personal judgments and interpretations. Because it is more appropriate for small samples, it is also risky
for the results of qualitative research to be perceived as reflecting the opinions of a wider population
(Bell, 2005).
Research Participants
The participants of the study are five (5) senior high school students that mostly at the age of 16-
17 years old from a private school located at Sta. Maria, Bulacan. The respondents were reported
according to their gender, age, grade and section, and strand. The true names of the participants are
Participant 1 is a 16-years old male, Grade 11 HUMSS student with honors. His parents are
Participant 2 is a 16-years old male, Grade 11 HUMSS student with honors. He have older
Participant 3 is a 17-years old male, Grade 11 STEM student with honors. His parents are both
Participant 4 is a 17-years old male, Grade 11 HUMSS student with honors. Her mother did not
Participant 5 is a 17-years old female, Grade11 STEM student with high honors. She have an
Data Collection
For the reasons for this examination, in-depth interviews were utilized. In-depth interviews are
close to personal and unstructured interviews, whose point is to recognize participant's feelings,
sentiments, and conclusions with respect to an exploration subject. Additionally, unstructured meetings
offer adaptability as far as the stream of the interviews, along these lines leaving space for the age of ends
that were not at first intended to be determined with respect to an examination subject. Nevertheless, there
is the hazard that the meeting may stray from the pre-determined research points and targets (Gill and
Johnson, 2002). To the extent information gathering apparatuses were concerned, the conduction of the
exploration included the utilization of semi-organized survey, which was utilized as a meeting guide for
the analyst. Some specific inquiries were readied, so concerning the analyst to direct the meeting towards
the fulfilment of research goals, yet extra inquiries were made experienced amid the meetings.
Settings
The study is conducted to students that studies in private school in Pulong Buhangin, Sta. Maria,
Bulacan.
Research Instrument
The purpose of this study is to know and study the lived experience of students who experience
parental pressure. Using in-depth interviews the researcher intends to get the depth knowledge upon their
lived experience. In the interview, the researchers create an open-ended question that will be answer by
the participants. The following are the questions that will be use on this study.
17
In organizing the interviews to the selected students who are experiencing parental pressure, the
researcher asked permission to the High School principal of a private school for conducting an interview.
In addition, the researcher used a letter of consent to the interviewee for their permission. After collecting
the needed data, the researcher construct a qualitative analysis matrix known as thematic analysis method.
Lastly, the researcher encodes and interprets the data to be a trustworthy information and to
Data Analysis
Content examination was utilized to dissect the information, which was assembled from
individual meetings. As indicated by Moore and McCabe (2005), this is the kind of research whereby
information accumulated was so rted in topics and sub-subjects, in order to most likely be equivalent. A
fundamental preferred standpoint of substance examination is that it helps in information gathered being
decreased and disentangled, while in the meantime delivering outcomes that may then estimate utilizing
quantitative strategies. In addition, content examination enables to scientists to structure the subjective
information gathered in a way that fulfils the achievement of research targets. Nevertheless, human
blunder is exceptionally engage with substance investigation, since there is the hazard for specialists to
confound the information accumulated, in this manner creating false and untrustworthy ends
After the collection of the data from the participants, next is the analyzation of data from the
interviewee. Upon the analyzation of data the researcher use a thematic analysis, which it contains the
CHAPTER 4
This chapter defines the analysis of data tailed by a discussion of the research findings.
The raw data were analyzed to become research findings to classify, describe and find out the
lived experience of parental pressure and senior high school students’ struggles for high grades.
The researcher use a thematic analysis as a way to organize the insights and knowledge
the data gathered. Upon using thematic analysis the researchers are able to build a refined
concept and constructs that was processed to become the denotable theme.
The researchers divided this chapter into four parts, which is organize according to the
Part one present the experience of the participants regarding to parental pressure. In
Part two on the other hand reveals the experience of the participants’ parents that triggers
them to expect so high on their child. In addition, it holds the reasons of the parents on why they
Part three contains the ways on how the participants cope with their parents’ expectations.
Lastly, part four covers the insights and learnings of the participants about their
The participants of the study are five (5) senior high school students that mostly at the
age of 16-17 years old from a private school located at Sta. Maria, Bulacan. The true names of
the participants are completely unidentified for the sake of their privacy.
Participant 1 is a 16-years old male, Grade 11 HUMSS student with honor. His parents
are both well-educated and he have an older brother that excels at studying.
Participant 2 is a 16-years old male, Grade 11 HUMSS student with honor. He have
Participant 3 is a 17-years old male, Grade 11 STEM student with honor. His parents
Participant 4 is a 17-years old male, Grade 11 HUMSS student with honor. Her mother
Participant 5 is a 17-years old female, Grade11 STEM student with high honor. She
This part of the study contains the following interview questions: “1) How do your
parents’ pressure you?In terms of deeds?” “2) In terms of words?” “3) Among those experience
what pressures you the most?” “4) What are the sacrifices you do just to meet their expectation?
“ “5) Can you describe what you felt as you experience the strictness of your parents?” Using
this interview questions the researchers are able to get the experience of the participants on
parental pressure.
21
Most of participants answer on the interview question 1 is that they are not pressure
regarding to deeds though some are sayings that constant reminders, checking and feeling of
inadequacy are pressuring them. The constructs that we get out of this are pressure naturally
comes verbally; constant checking and reminders can be use as pressure and emotional impact
such as inadequacy. It shows that deeds do not have great pressure on students.
As the interview continues the participants answer in interview question 2 are that they
are mostly been pressure to words such as words of encouragement, motivations, reminders,
commands and scolding. The construct that the researchers develop among these concepts is
subtle and blatant words are used as pressuring tool. It portrays that there are words that might
Then on the interview question 3 the participants answer that they are mostly pressured
upon the words that their parents use on them and someone says that her parents’ wants pressures
her most. In addition, one of the participants answers that she is greatly pressure on her older
siblings. The construct that the researcher comes up with are verbally pressured and pressures
from significant persons. It just mean that students are more pressure within words.
On the interview question 4 the several participants answer that they lost their time for
sleep just to study and some of them says that they have to study even harder. The construct that
we get out of this are forgone of sleep and spare effort in studying. It conveys that all of them
On the last interview question under sub-question 1 the participants answers on what they
feel on this experience is that they are all felt sad, hurt and hard because it is like they are being
caged or tied with rules and expectations. The construct that emerged from their answer is grief-
Lastly, the theme that emerges on those constructs is the experience of the participants
may vary in parental expectation, parental expression, and emotional impact such as
inadequacy though they are almost identical in terms to the persons involve, sacrifices and
state of mind. It means that the participants have experience different expectations, expression
from their parents and emotional impacts. Though all of them are quite similar on the sacrifices
they give, the persons involve on their experience and the feeling they felt.
This part of the study covers the experience of the participants’ parents that causes them
to expect so much on their child. It also holds their other motives on why they expect too much
on their child. This part contains the following interview questions; “6) Can you think of some
experiences of your parents that lead them to treat you that way?” “7) What maybe the other
As the interview proceed on interview question 6 the participants mostly answers that
their parents’ experience are from; their older siblings, relatives, the unfinished goals of the
parents or the achievement of the participants. The construct that has been form by the researcher
is experience associated to significant persons. It tells that the parents’ experience might be
cause by experience associated with person they do have contact with including themselves.
On the interview question 7 most participant said that their parents other motives are; it is
for the participants, it is because of the older sibling achievement or it is for the parent
themselves. The construct that have been form are it is for the participant and family factors. It
pertains that the parents other motives comes either from family factors or it is for the good of
the particiapants.
23
The circumstances that lead the parents to expect too high to their children are the
experiences associated to significant persons such as their family, relatives and even the
child itself. As the interview continues the answers of the participants leads to this theme which
it indicates that the experience of the parents’ participants generally associated with persons that
they mostly have contact with. Usually the parents adopt parental pressure through an
experience where there are close related persons that triggers their minds to expect too much
high.
This part has the interview question “8) How do you cope with their expectations?”
which it comprises the ways on how the participants overcome their experience on parental
pressure.
On interview question 8 the participants mostly said that they don’t do anything to
overcome this but some said that they just follow their parents’ wants. The construct that
produce by the answer of the participants are by doing nothing and following the parents’
desires.
To overcome this challenge the students either let it pass through them or follow
their parents’ wants as a way of love and respect. This theme emerge when the participants
are asked regarding to overcoming this challenges. It only pertains that there are two ways on
how students usually copes with their parents’ expectations, it is either they follow their parent or
This part of the chapter beholds one of the important things, which is knowing the
understanding and learnings the participant gets. This part contains the interview questions; “9)
How do you interpret this situation?” “10) What learnings do you get out of this experience?
As the interview reaches interview question 9, which it holds the interpretation of the
participants upon the issue. As the participants were asked some of them says that it is just it is
or having a realization that they cannot have what they want all the time. On the other hand,
several says that it is for their good or it is for their parents. The construct that the researchers
made for this interview question is that different self-realizations but with the same problem. It
conveys that no matter how similar they problems are it still depends how they see it.
As for the last interview question the participants’ answer are putting a lot of efforts will
not result for appreciation, be independent, parents know best, it will result for a brighter future,
doing the best at all time. The construct that emerges on these answers is same problem but
different enlightenment. It only conveys that having similar problem does not result same
realization that they get. This last theme was developed. The participants get different
understanding based on how they see the results of being under parental pressure. Also, they
All in all the students that experience parental pressure have carry hard decisions and
responsibilities in their life that results them to attain their parents’ expectations. Through this
experience they manage to come up with an understanding that helps them to develop for their
better future.
25
CHAPTER 5
This chapter presents the summary, findings, conclusions that is obtain and
Summary
Parent backing and investment are very much characterized if the important, educators
and guardians go connected at the hip in accomplishing the advancement of the understudies and
Parental pressure is a kind of behavior of parents wherein parents expect too high on their
children that is unlikely or possible even unattainable expectations for the children to achieve.
The purpose of this study is to determine the lived experience of senior high school
1. How do senior high school students describe their experience of parental pressure?
2. What circumstances lead their parents to expect their children to aim for high grades?
The significance of the study is to widen the readers’ knowledge upon the research issue
it even wants to give a proper guidance and knowledge to the parents that have subconsciously
pressure their child on their doings. The mainly focus of this study is to answer the sub-
questions that results to obtain the main purpose of this study. However, the research also used a
Phenomenological study to answer the lived experience of senior high school students on
parental pressures. The participants of the study are five (5) senior high school students that
mostly at the age of 16-17 years old from a private school located at Sta. Maria, Bulacan. Upon
the collection of data, the researcher used an interview with open-ended questions.
Lastly, upon the data analysis the researcher used a thematic analysis method, which it
indicates the utterances, concepts, constructs, and theme. This method is use to obtain the needed
Results
Specifically, the researchers sought to answer the following research sub-questions and
1. How do senior high school students describe their experience of parental pressure?
The experience of the participants may vary in parental expectation, parental expression,
and emotional impact such as inadequacy though they are almost identical in terms to the
2. What circumstances lead their parents to expect their children to aim for high grades?
The circumstances that lead the parents to expect too high to their children are the
experience associated to significant persons such as their family, relatives and even the child
itself.
27
The understanding of the participants may differ in the enlightenment and realization that
Conclusion
1. Their experience may have differ in some areas though it also have some similarities.
Their experience have areas they differ in such as parental expectation, parental
expression and emotional impact. However, they have some similarities such as the persons
Regarding to the sub-question 2 they always answer that there is someone who is involve,
The participants of the study answers that they have different ways on conquering the
challenge they faced. Most of them answers that they let it pass through them or they just follow
The answer of the participants regarding to the learnings they get is that they have their
Recommendation
Based on the conclusions of the study the following recommendations are given:
This study would like to recommend that instead of pressuring their child, it is better to
This study states that the students should continue listening on their parents because they
This study wants to encourage future researchers to do a lot more research regarding to
References
Amado, D., Sánchez-Oliva, D., González-Ponce, I., Pulido-González, J., & Sánchez-Miguel, P.
doi:10.1371/journal.pone.0128015
Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources
among university students: The Perception of Academic Stress Scale. Report of empirical
Quach, A. S., Epstein, N. B., Riley, P. J., Falconier, M. K., & Fang, X. (2013). Effects of Parental
doi:10.1007/s10826-013-9818-y
Randall, E. T., Bohnert, A. M., & Travers , L. V. (2015). Understanding affluent adolescent
Anderson, J. C., Funk, J. B., Elliott, R., & Smith, P. (2003). Parental support and pressure and
Bartolome, M., Mamat, N., & Masnan, A. (2017). PARENTAL INVOLVEMENT IN THE
file:///C:/Users/User/Downloads/94f9a1d3-73a9-44c8-859d-8d0bf2bc565c%20(1).pdf
Blair, S. (2013). Filipino Parental Involvement and Children Education performance. Retrieved
from file:///C:/Users/User/Downloads/Filipino-Parental-Involvement-and-Childrens-
Education-Performance-Sampson-Lee-BlairTAMBARA-Volume30-NO.2December-
2013%20(1).pdf
Dasinger, T. M. (2014). Parental Pressure, Anxiety, and Performance among Age Group
https://digitalcommons.lsu.edu/cgi/viewcontent.cgi?
article=5295&context=gradschool_theses
Galloway, A., Fiorita, L., Lee, Y., & Birch, L. (2005). Parental Pressure, Dietary Patterns, and
Peleg, O., Deutch, C., & Dan, O. (2016). Test anxiety among female college students and its
Retuya, C., Ceniza, D., Lara, J., Tare, S., & Quinan, K. (2018). The Priming Effect of Family.
retuyacenizalaratarequinain-
31
the_priming_effect_of_family_obligations_on_filipino_students_academic_performance
%20(1).pdf
https://scholar.uwindsor.ca/cgi/viewcontent.cgi?
referer=https://www.google.com/&httpsredir=1&article=5182&context=etd
https://repository.asu.edu/attachments/137354/content/Sarma_asu_0010E_14259.pdf
The Effect of Peer and Parent Pressure on the Academic Achievement of University Students.
https://www.researchgate.net/publication/231582200_The_Effect_of_Peer_and_Parent_P
ressure_on_the_Academic_Achievement_of_University_Students
https://pdfs.semanticscholar.org/4a16/aee3ee32615f4a84c6415301fa925dffe08b.pdf
32
Appendix A
33
Appendix B
34
35
36
37
38
39
Appendix C
Parental Pressure and Senior High School Students’ Struggles for High Grades
Central Question: What is the lived experience of senior high school students struggling for
high grades due to parental pressure?
Screening question: Does your parent have high expectation on you?
Sub-Questions Interview Questions
___________________
___________________
Crizzel Anne T. Bautista
Mary Vettanny A. Pastor
___________________
___________________
Cyrine Aice F. Bautista
Shane Danamie F. Peralta
___________________
Aaron Justo C. Gaoiran
Appendix D
Participant #1
Interviewee: Yes
Interviewee: Not deeds, di ako naperpressure sa deed ok? (Not in deeds, I’m not being pressure
encouragement ganon (They pressure me through words, for example they telling me words for
encouragement.)
Interviewee: Kunwari “uy mag-UP ka” ganyan. (For illustration “Hey study in UP” like that.)
Interviewee: Words.
Interviewer: What are the sacrifices you do just to meet their expectations?
Interviewee: Syempre di ka matutulog magaaral ka lang (Of course you will not sleep just to
study.)
Interviewer: Can you describe what you felt as you experience the strictness of your parents?
41
Interviewee: Edi mahirap, syempre kailangan basta mahirap siya. (It is hard, because it is
needed.)
Interviewer: Can you think of some experiences of your parents that lead them to treat you that
way?
Interviewee: Oo, dahil nga sa kuya ko. Sa kuya ko nga, gusto nila gayahin ko kuya ko. Matalino
Interviewer: What maybe the other reasons why your parents treat you that way?
Interviewee: Ewan, not so sure. Parang encouragement para mas galingan ko pa. (I don’t know.
Interviewee: Wala, chill lang go with the flow lang. minsan nagaaral ako mabuti minsan hindi,
pero madalas oo. (Nothing, just chill and go with the flow. Sometimes I study hard but
Interviewee: Ganon na e, pano ko intindihin yon. (That is what it is. How should I understand
that?)
Interviewee: Parang kahit anong gawin mo di pa rin magiging enough sa isang tao mga efforts
mo, pero kasi diba dapat gawin mo pa din. (Even though you put all your effort in it, will not be
Participant #2
Interviewee: Oo, kase parang ano, apat kami tapos ako nalang yung naga aaral tapos
nageexpect sila sakin ng ganon, basta yon. (Yes, because like we are four siblings and I’m the
only one who is still studying therefore they expect a lot from me.)
Interviewee: Sinasabi nya mag aral daw ako mabuti kase ako daw yung mag aangat sa pamilya
namin ganon. (They said that I need to study hard because I’m the only one who will raise our
Interviewee: Parang sasabihin nya ano , yun nga mag aral mabuti . (It seems like they will say
Interviewee: Yun nga yung sabi nya ano mag aral ka mabuti , paulit ulit lang ganon. (That they
Interviewer: What are the sacrifices you do just to meet their expectation?
Interviewee: Yun nga mag aral ng mabuti, basta yon yun yon. (I need to study hard that’s it)
Interviewer: Can you describe what you felt as you experience the strictness of your parents?
Interviewee: Ano, siguro don sa , syempre nasasaktan ako kase parang apat kaming ano
magkakapatid tapos , tas parang bakit puro ako yung napepressure pwede naman din sila
43
ganon. ( What, maybe in , of course I felt hurt because even though we are four all in all, why is
it that I’m the only one being pressured why can’t it be them too?)
Interview: Can you think of some experiences of your parents that lead them to treat you that
way?
Interviewee: Ammm siguro ano nakikita nila don sa iba naming mga kamag anak na nag
gaganon na, basta ganon . (uhm maybe what they see to our relatives that it is like that)
Intervewer: What maybe the other reasons why your parents treat you that way?
Interviewee: Kase siguro gusto lang din nila na nagging maayos ako. (Because they want the
Interviewee: Wala parang sinasarili ko nalang, ako nalang mismo nag aano sa sarili ko, nag
lilift-up ganon . (Nothing like I am just keep it to myself and I lift-up myself like that.)
Interviewee: Naiintindihan ko kase parang sakin din yon ganon. (I understand it because it is for
me too.)
ano sa life. matututo ka sa sarli mo na gawin yung mga bagay bagay ganon. (I learned how to be
independent)
44
Participant #3
Interviewee: Oo (yes)
Interviewee: Lagi nilang tinitignan yung mga work sheet ko atsaka quizzes tapos mga card ko
lagi silang curious dun sa kung ano nakuha kong grade. (They always checked my work sheets,
quizzes and my card. They are also curious to what grades I have)
Interviewee: Lagi akong sinasabihan na magaral na magaral (they are always telling me to study
and study)
Interviewee: Yung laging pinagsasabihan araw araw (Always being told day by day.)
Interviewer: What are the sacrifices you do just to meet their expectation?
Interviewee: Ano lagi akong nagpupuyat para makapagaral tapos lagi akong gumagastos sa
pagaaral para lang matugunan ko lahat (I always stay up late just to study then I always spend a
Interviewer: Can you describe what you felt as you experience the strictness of your parents?
Interviewee: Syempre malungkot dahil ano ang taas ng expectation nila sakin yung expectation
nila hindi ko naman kayang makamit yung gusto nilang makamit para sakin (of course sad
45
because they have high expectation on me but those expectation are so high that I can’t even
achieve it.)
Interviewer: Can you think of some experiences of your parents that lead them to treat you that
way?
Interviewee: Siguro ginagawa din nila yun sa mga kapatid ko tapos lalo na sa kuya ko at ate ko
(maybe they also did this to my siblings specially to my older brother and sister)
Interviewer: What maybe the other reasons why your parents treat you that way?
Interviewee: Siguro gusto nila kong makatapos din ng matino tapos siguro gusto din nilang
makamit yung pangarap ko, kasi naadopt ko to sa kadahilanan na gusto nga din nila na maging
masaya din yung mga kapatid ko dahil sila rin naman na experience ng ganun tapos siguro kaya
din nila ay wait. Eh hindi eh basta inadopt ko kasi wala naman na din akong magagawa pagkat
ano dahil de wala na talaga akong magagawa dahil dun ehh yun yung gusto nila eh . (maybe they
just want me to graduate well-bred then they also want me to be able to reach my dreams, I adopt
this in the reason of that they want my siblings to be happy because they do also experience that
then maybe they just wait. Eh no eh I just adopted this because I can’t do anything but what
Interviwee: Siguro sa paraang sinusunod ko na lang yung mga gusto nila. Kasi kung yun naman
Interviewee: Naiintindihan ko nman sila dahil eh de, siguro interpret na gusto nilang na
ginagawa nila to para say un nga dahil mataas yung ranggo ng tatay ko tas nanay ko mataas din
kaya ang gagawin ko na lang siguro. (I do understand them because maybe they do this for
them because my parent have high ranked position in their occupation so I will just do what they
want.)
Interviewee: Eh natutunan ko lagi tayong sumunod sa tinuturo ng ating magulang dahil sila rin
nman yung makakatulong sa paglaki natin tapos sila din naman yung nakakaalam ng tama o mali
sa mga pinaggagagawa natin sa ating pagaaral (eh I learn that we should follow the lessons of
our parents because they are also the ones that helps us to growth then they are also the ones that
knows the rights and wrongs of our deeds regarding to our studies.)
47
Participant #4
Interviewee: Yes
that.)
Interviewee: Yung sa nga, kailangan kong kunin yung course na ayoko naman sabi nila (just
like that, I need to take the course they want even if I don’t want to.)
Interviewer: What are the sacrifices just you do to meet their expectations?
Interviewee: Ayon, kahit hirap na hirap na ko mag aral go pa rin. (Even though it is hard for me
Interviewer: Can you describe what you felt as you experience the strictness of your parents?
Interviewee: Syempre nakakalungkot yon friend syempre gagawin mo yung ayaw mo naman like
that. Gusto nila akong maging guro. (Of course it is sad because you need to do it even if you
Interviewer: Can you think of some experiences of your parents that lead them to treat you that
way?
48
Interviewee: Siguro meron yung kay mama kasi di siya nakapagtapos sa pag-aaral. (Maybe,
Interviewer: What maybe the other reason why your parents treat you that way?
Interviewee: Kasi yung mga ate ko matalino nakatapos ng gusto nila mama na course. (Because
my sisters are smart and they took the course that my mom wanted to took them)
Interviewee: Wala ano lang, go lang ako nagaaral lang ako ng gusto nila. Walang magbabago
Interviewee: Ehhh di naman kasi sa lahat ng bagay is lahat ng gusto mo ay masusunod. (Not all
Interviewee: Edi ano, sumunod sa magulang kasi kabutihan lang natin ang iniisip nila. (Follow
your parents because all they want is for your better future.)
49
Participant #5
Interviewee: My grandparents pressure me by saying that I should always have high grades.
Interviewee: They sometimes make me feel that what I am doing is not enough by pushing me
to study harder.
Interviewee: When they check my report card and see that my grades are lower than before, they
Interviewee: The fact that my sister is always top on class before, I am pressured study hard and
Interviewer: What are the sacrifices you do just to meet their expectation?
Interviewee: I sometimes study and do my homework until midnight even though my classes
Interviewer: Can you describe what you felt as you experience the strictness of your parents?
Interviewee: I felt sad because I envy other children who weren’t pressured by their parents.
50
Interviewer: Can you think of some experiences of your parents that lead them to treat you that
way?
Interviewer: What maybe the other reasons why your parents treat you that way?
me.
Interviewee: I just think of it as a motivation to pursue my goals and achieve their expectations.
Interviewee: I’m fine with the situation because I’m used to it.
Interviewee: I learned from this experience that we should always do things with our 100%. We
should always do our very best to give back to our parents and give them a life they deserve to
have.