Parental Pressure Impacts Student Performance

Immaculate Conception Academy
East Campus
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter includes the background of the study, conceptual framework, statement of the
problem, hypothesis, scope and the definition of terms used.
BACKGROUND OF THE STUDY
Parental Pressure have something to do about the various outcomes of a student’s academic
performance, they play a major role in their children’s growth and development. Parents or
guardians have their own way on how to handle their child, this may show how they respond and
fulfill their child’s need.
Educational Attainment is one of the way to eradicate poverty in the country, wherein they
value the degree of education in order to grab a sustainable job for their family in the future.
Reaching your dreams is not that easy, maintaining your grades and complying requirements
requires dedication and patience. But on the other hand, parental pressure is one of the major
reason that can affect the academic performance of a child. Parents have different belief and
standards that will be passed and apply to their child. They serve as the first teachers and models,
as students grow they will carry their parent’s belief and standards that they will apply on their
decisions in life regarding the way they perform in their school based activities.
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In the progression of Education, few studies ended up knowing that in the current state of
education, one of the factors that affects one’s academic performance is the influence of parental
pressure on a child’s school based outputs. Some parents is a bit strict wherein they have their
own standards that their child must follow for their own satisfaction while some are letting their
child explore and fully support on what they really want to be.
The researchers ought to know the effects of distinct parental pressure on a student’s
academic performance. The researcher aims to help the parents and student’s performance on
how their relationship affects each other.

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CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
Figure 1. Research Paradigm

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STATEMENT OF THE PROBLEM
This study aims to answer the following:
1. What is the experience of selected Senior High School students regarding parental
pressure?
2. What are the common behavioral problems shaped by parental pressure?
3. What is the relation in selected Senior High School students regarding on the parental
pressure?
HYPOTHESIS
The researcher wants to know the interrelation between Parental Pressure and the
academic performance of selected SHS students.
Regarding to student’s experience in parental pressure they are not ready to talk about
their ranks or grades when they think it may not lead to their parents satisfaction. In having such
parental pressure in ones student, their behavior as a persons affects a lot, including their
personal growth towards pursuing their goals in the future. Experiencing parental pressure may
lead to students poor academic performance, they may feel pressured and may suffer anxiety.
There is significant relationship between parental pressure and the academic performance of
Senior Highschool students.

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SCOPE AND DELIMITATION OF THE STUDY
The researcher was conducted at Immaculate Conception Academy East Campus. This
study focuses on the Interrelation of Parental Pressure to Academic Performance of SHS
students, where the Interrelation of Parental Pressure is the independent and the Academic
Performance of SHS students is the dependent variable. The primary data gathering method was
survey to determine the Interrelation of Parental Pressure to Academic Performance of SHS
Students in Immaculate Conception Academy East Campus.
SIGNIFICANCE OF THE STUDY
This study will be deliberately conducted to show how parental pressure correlates to
their child’s academic performance. The findings of the study will serve a broader view of
parenting as one of the factors that affect the child’s performance in school.
The result of the study will benefit the following:
Students: This study will help them realize that parenting can influence their academic
performance. This will be a way for them to learn how to adjust with pressure coming from their
parents, and effectively and efficiently carry out their duty as a student.
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Parents: The results will help them understand that their actions, attitude, guidance and support
contribute to their children’s performance and development in terms of academic. They can use
this guide to formulate a plan on how will they handle their child.
Community: This will be an awareness for groups of individuals that parenting and how they
guide their children can lead to different outcomes, either good or bad. This study will enable
them to improve and deal with their child to be better.
Future Researchers: This will serve as an existing knowledge that will help.
DEFINITION OF TERMS
Academic Performance – long term academic achievement, short term academic.
Educational Attainment – elementary, secondary or high school, tertiary or college, masterate,
doctorate.
Parents or Guardians – Mother, Father, Grandfather, Grandmother, Auntie, Uncle, older
siblings.
Parental Pressure – behavior exhibited by parents that is perceived by their children as
indicating high , unlikely or possible even unattainable expectation.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents different studies made by the other researchers including articles
and other reading materials. These may be similar or closely related to this study. Furthermore,
the literature contributed to additional information, ideas, and data. The review of the literature
was limited to the general impact of parental pressure exert on school performance, competence,
and adjustment in adolescents, the relationship between parental pressure in academic
achievement, the effects of parental pressure on children's achievement in certain school subjects
such as math and science, and the relationship between parental pressure and peer relationships
which may indirectly impact a teenager's academic performance.
RELATED LITERATURE
Foreign Literature
According to Jeniffer Anderson et al. (2003) children's perceptions of their parents'
involvement in all types of extracurricular activities, extending research beyond the sports
domain. The Parental Involvement in Activities Scale (PIAS) was developed to measure
children's perceptions of their parents' involvement. The PIAS resulted in a 16-item measure
with 2 factors, “support” and “pressure.” The amount of time children spend in their activities
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and their affective experience of participation were also assessed. Perceived parental support and
pressure predicted children's affective experience of participation.
Being role models, parents play a signiﬁcant role in the child development. Parental
involvement and monitoring are robust predictors of adolescent achievement. Family
environment is also one of the factors in children’s cognitive, emotional, social and behavioral
competence Nancy and Laurence (2005).
The familial resources which children can utilize, though, are generally regarded as being
even more influential in affecting academic performance (e.g., Englund et al., 2014; Furstenberg,
2014). Among the various forms of assistance which families can provide, parental involvement
is perhaps the most essential, as it has been demonstrated to significantly affect children's
academic success in numerous ways (Berthelsen and Walker, 2008; Fan, 2001).
In U.S culture, for instance, American parents are generally expected to be highly involved in
their children's lives, and to take on a very supportive role in their children's school activities
(Epstein and Sanders, 2016). Even the context of the families themselves may affect the
relationship between parental involvement and children's school performance, as differences in
family structure (e.g., number of parents, number of siblings), family behaviors (e.g., parenting
styles), and the socioeconomic traits of the family (e.g., family income) will likely vary from one
country to another.
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Parenting as an aspect of raising a child has a huge impact on the child’s development of
intellect and comprehension. Primary caregivers having strong influence on a person’s behavior
that can affect one’s academic performance. According to Papalia and Feldman (2012) in the
book “Personal Development”, the child become confident, productive, and efficient in their
studies and social interaction when the primary caregivers provides a right control and
emotional/psychological support.
Children who are pressured doesn’t feel the enjoyment and the essence of what they are
doing. According to Anderson et al. (2003), too much parental pressure can negatively affect a
child’s enjoyment as a youth. As the amount of parental pressure increases, a child’s enjoyment
decreases. Not getting the gist of their action because they are told to do so, can result to
self-dissatisfaction.
Local Literature
Rodriguez Castellano (2003) explained that a positive atmosphere of family favors the
development of being well-adapted, mature, stable and integrated. While an unfavorable type
promotes non-adaptation, immaturity, lack of balance and insecurity on personal, family, and
academic factors affecting low achievement in secondary school.

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RELATED STUDIES
Foreign Studies
Positive conceptions of perfectionism (Stoeber and Otto, 2006) states that striving for
perfection is associated with positive characteristics and adaptive outcomes. To investigate
whether this also holds for adolescent school students, a sample of 121 student from 9th graders
completed measure of perfectionism at school perceived parental pressure to be perfect,
motivation, school achievement, and well-being. Results showed that negative reactions to
imperfection were related to fear of failure, somatic complaints, and depressive symptoms; and
perceived parental pressure was related to somatic complaints.
It is natural for the parents to give and desire what is best for their children. There is nothing
in parents wanting the finest things for their children’s future. But at some point, parent puts a lot
pressure on their children to succeed because we are living in a competitive society that may
cause problems. According to Feng (1992), he pointed out that setting high goals, being an
idealist, and making a comparison with others, may all cause stress and self-degradation.
Local Studies
Recent research on Filipino parents’ use discipline and corporal punishment stemmed from
international efforts. This is apparent in the studies discussed in this section, all of which were
part of large-scale research projects conducted among several countries in Southeast Asia and the
Pacific (Save the Children, 2016) and around the world (Gershoff, et. al., 2016; Jocson,
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Alampay, & Lansford, 2014; Lansford, et. al., 2015). Such international collaborations reflect the
increasing attention to the use of corporal punishment, and the need to understand and address
the issues tied to it.
According to (Fiest, 2006). Adolescence is the age when the individual becomes
integrated into the society, because unlike the previous development stages, adolescence embarks
socializing and interaction with other people. He/she can also look at life, themselves and their
families in the best of situation. Self-esteem is important for any individual because it will
determine their strength and weakness as a person. Children will act according to how they were
raised by their parents. Self-esteem was explained to be a self- evaluative part of the
self-concept, the judgment the children make about their overall worth.
Other research takes a broader approach, focusing on a wider range of practices used by
parents to socialize their children’s moral (Ochoa, 2014) and prosocial behaviors (de Leon,
2015); that is, to teach their children to become good persons. Both studies were qualitative, with
de Leon’s research focusing on preschoolers’ parents, and Ochoa’s including children in middle
childhood to early adolescence and their respective mothers. Although the studies had different
participants and examined different stages of the lifespan, they yielded a similar repertoire of
parenting practices, albeit with different classifications. As developmental psychologists have
pointed out, understanding parenting cognitions is integral to efforts to investigate socialization
practices and children's developmental outcomes (Grusec, Rudy, & Martini, 2017;
Peña-Alampay & Jocson, 2015). Mothers' and fathers' parenting attitudes, goals, knowledge, and
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attributions about success and failure, among others, can shape their child-rearing practices and
the ways they interact with their children. However, most investigations of parenting cognitions
in the Philippines have tended to rely on intuitive ways of describing culturally shared family
values. Within the past ten years, few researchers have examined parenting cognitions using
empirical methods (Peña-Alampay & Jocson, 2016; Schulze, 2014).
In a 2004 review article, Schulze discussed previous research on Filipino mothers' beliefs
about parenting in light of ongoing questions about the usefulness of the individualism
collectivism construct in cross-cultural research in psychology. In particular, Schulze cited one of
her earlier studies which compared Anglo-American and first-generation Filipino- American
mothers’ (Schulze, 2004). Consistent with the popular notion that Filipino culture is collectivistic
while Western culture is individualistic, Schulze found that Filipino mothers responded more
positively to other adults disciplining their children even in their presence, demonstrating a
seeming willingness to allow other adults to play a role in disciplining their children. Cultural
differences in socialization goals also appeared to bolster the individualism-collectivism
construct: whereas Filipino mothers emphasized respectfulness, Anglo-American mothers tended
to highlight autonomy and empathy. On the other hand, Schulze also found in the same study that
Filipino mothers placed greater value on their children's achievements than American mothers
did. The author argued that although this finding appeared to contradict the notion of a
collectivistic Filipino culture, it could be an instance of a seemingly individualistic belief serving
collectivist goals such as bringing prestige and economic security to the whole family. Although
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the studies cited in Schulze's review were somewhat dated, her discussion of the implications of
these findings posed a challenge to cross-cultural researchers to move beyond dichotomous
views of culture and to incorporate dimensions of cultural differences beyond collectivism and
individualism.
Specific practices, particularly the use of television in rewarding and punishing children, have
also been examined in other research (Molina, 2014). This study found that television viewing is
sometimes used as a reward for children’s good behaviors. Conversely, parents also remove
television viewing privileges when their children misbehave. However, the study pointed out that
in doing so, parents sometimes fail to supervise their children’s television viewing, and allow
them to continue viewing despite the parental guidance (PG) rating of a particular program.
Little action is taken even when programs feature themes that are inappropriate for children and
thus run the risk of influencing them negatively. The exception to this lack of parental guidance
occurs when there are sexually explicit scenes are shown on television. In this case, parents opt
to change the channel. With this study, it becomes apparent that some parenting practices may
actually work against parents’ goal of socializing their children’s positive behaviors. Thus, the
study recommends parents’ greater mindfulness and guidance to ensure that children are kept
away from these negative influences and taught to be more critical of what they see on
television.
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SYNTHESIS OF REVIEWED MATERIAL
During the research, researchers found a lot of related studies and literature. The articles
found contains sufficient and necessary information. There are some articles that provide
evidences and facts that the parental pressure and academic performance of a student can be
related to each other, that it will affect one another.
According to Jeniffer Anderson et. al (2003) her article ended up that the Parental Involvement
in Activities Scale (PIAS) resulted in a 16-item measure with 2 factors, “support” and
“pressure.” It shows that perceived parents affects child’s participation.
Nancy and Laurance (2005) stated that One of the factors in children’s cognitive, emotional,
social and behavioral competence is their family environment. Parents are the role models that
plays a very significant role in a childs growth and development.
Based on Berthelsen and Walker (2008?) and Fan (2001) they stated that Families can
provide, parental involvement is the most essential, as it has been demonstrated to significantly
affect children's academic success in numerous ways.
According to Epstein and Sanders (2016) Socioeconomic of a family may vary from one
country to another. In American culture, American parents are generally expected to be highly
involved in their children’s lives, and to take on a very supportive role in their children’s school
activities.
East Campus
Papalia and Feldman (2012) stated in the book “Personal Development”, the child become
more efficient in their studies and social interaction when primary caregivers provides them right
control.
Anderson et. al (2003) stated that too much parental pressure can negatively affect child’s
enjoyment as a youth.
According to Rodriguez Castellano (2003) Having a positive atmosphere of a Family will
show development of being well-adapted, mature, stable and integrated. In the other hand
unfavorable type promotes non-adaptation, immaturity, lack of balance and insecurity..
Stoeber and Otto (2006) results showed that negative reactions to imperfection were related to
fear of failure, somatic complaints, and depressive symptoms; and perceived parental pressure
was related to somatic complaints.
Based on Feng (1992) he stated that that setting high goals, being an idealist, and making a
comparison with others, may all cause stress and self-degradation.
According to Peña-Alampay & Jocson (2012) that the Parenting Cognition in Philippines is
Mothers' and fathers' parenting attitudes, goals, knowledge, and attributions about success and
failure, among others, can shape their child-rearing practices and the ways they interact with
their children.
Fiest (2006) stated that self-esteem is important for any individual because it will determine
their strength and weakness as a person. Children will act according to how they were raised by
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their parents. Self-esteem was explained to be a self- evaluative part of the self-concept, the
judgment the children make about their overall worth
Schulze (2004) studied about Filipino mother’s beliefs about Parenting. Schulze found that
Filipino mothers responded more positively to other adults disciplining their children even in
their presence, demonstrating a seeming willingness to allow other adults to play a role in
disciplining their children.
Ochoa (2017) studied about the Things that affect young children’s self-esteem. Family and
peers constitute the social world of young children. How they feel about them and how they treat
them are important factors in boosting their self-esteem. Parents providing discipline and
controlling the well-being of their children.
Molina (2014) studied about The Use of Television in Rewarding and Punishing Children.
The study pointed out that in doing so, parents sometimes fail to supervise their children’s
television viewing and allow them to continue viewing despite the parental guidance (PG) rating
of a particular program. The study recommends parents’ greater mindfulness and guidance to
ensure that children are kept away from these negative influences and taught to be more critical
of what they see on television.

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CHAPTER III
RESEARCH METHOD AND PROCEDURE
Research Design
In order to see the interrelation of Parental Pressure to the Academic Performance of SHS
students of Immaculate Conception Academy East Campus, the correlational design was used.
This study was a correlational, it shows how the variables are related to each other. A valid and
reliable questionnaire was used to gather information and to reach a desired outcome about the
study.
Locale of the Study
The researchers conducted a study on Immaculate Conception Academy located at
Dasmarinas City, Cavite. Immaculate Conception Academy provides enough number of
respondents for our study to gather data and ideas and researchers are required to conduct a study
inside the campus.
Figure 2. Map of Immaculate Conception Academy East Campus

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Respondents of the Study
The respondents of this study are one hundred SHS students from Immaculate Conception
Academy-East Campus. They answered the self-made questionnaire that provide necessary and
sufficient information needed by the researchers.
Data Gathering Procedure
The researchers dispensed the questionnaires, written in English dialect. Data was gathered
through:
1. The researchers firstly create a questions request letter that was sent to the school
principal.
2. The researchers immediately used the vacant time to the select student to start the
interview with a longer period of time and to avoid distraction in the class discussion.
3. The researchers gathered the data retrieved from the respondents as it can be applied to
support the study.

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Research Instrument
The researchers conducted a focus group survey through the use of a Likert Scale
questionnaire in the form of self-made questions that includes the questions regarding The
Interrelation of Parental Pressure to Academic Performance of SHS Students. The questionnaire
served as an instrument to gather enough data and information that is essential to the study.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data in statistical and table form with including its
interpretation.
STANDARD VERBAL
MEAN INTERPRETATION
DEVIATION
Parents consider your feelings 3.7000 1.0871 Agree

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Parents support and has faith in you 3.8300 1.0546 Agree
Parents punishes you for your mistakes 3.4700 1.1930 Agree
You and your parents celebrate your 3.6700 1.1725 Agree

achievements
Provide you all your needs 3.3100 1.2528 Moderately Agree
Give you space and privacy 3.7700 1.1534 Agree
Accept any suggestions from you 3.4100 1.2068 Agree
Not telling my parents about me having a 4.1900 .9816

Agree
low grade
Give you advices about certain topics 3.6700 1.0641 Agree
Expecting high marks every grading 3.9400 1.1876 Agree
TOTAL 3.696 1.1354 Agree
*1.00 - 1.80 – Strongly Disagree
1.81 - 2.60 – Disagree
2.61 - 3.40 – Moderately Agree
3.41 - 4.20 – Agree
4.21 - 5.00 – Strongly Agree
Table 1.0 SHS students experiencing Parental pressure
Statement 8 has the highest mean of 4.19 which shows that students doesn’t talk about
having a low grades to their parents. Another statement that gained higher mean of 3.94 was that
students usually expecting a high marks every grading.
The items that has the lowest means of 3.31, 3.41, and 3.47 are the following: asking how
your day went, accepting any suggestions, and parents punishes their child for mistakes.
STANDARD VERBAL INTERPRETATION
MEAN
DEVIATION
Parental pressure generally lead to children who are 3.3800 .9824 Agree
obedient but tend to have low self esteem
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Parental pressure affects children to perform poorly 3.2500 1.1579

Moderately Agree
in school
Parental pressure tend to control their children’s 3.5500 1.0480 Agree

action
Parental pressure affect children to have lack 3.3800 1.0128 Moderately Agree
self-control and less competent than their peers
Children who experience parental pressure follow 3.6000 1.1101 Agree

rules and regulation for they fear punishment
Anxiety and Depression are common behavioral 3.8400 1.1075 Agree

problem shaped by parental pressure
Too much expectation from our parents affects our 3.5400 1.1408
Agree
behavior in school
Parental pressure creates behavioral problem in 3.5500 1.0952

Agree
children
Pressure from parents affects the personal growth of 3.6400 1.1416

Agree
a child
Pressure influence child behavior 3.8200 1.0577 Agree
1.81 - 2.60 – Disagree
3.41 - 4.20 – Agree
The highest mean of 3.84 was obtained by statement 6, it is Anxiety and Depression are common
behavioral problem shaped by parental pressure. Students might feel pressured due to the parent’s
expectancy. The students agreed that the manner of parents handling their children contributes to the
child’s behavior. Statements 2, 1, and 4 which got the lowest mean of 3.25, 3.38, and 3.38. These are
parental pressure affects children to perform poorly in school, parental pressure lead to children who are
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obedient but tend to have low esteem. It assumes that parenting may not be the only factor that affects the
student’s behavior.
Table 3 shows statement 5 acquired the highest mean of 4.08 which is they feel unmotivated to
study if their parents are way too strict and having way too high standards. Item with the next higher
average mean of 4.04 is that students feel motivated to study when their parents are supportive and
understanding. This finding support Atieno (2018) in her article: “Why a parent’s role is essential to
student success”, parent’s role and actions toward their child has to do with the academic success of the
child. Experts believe that parents who are doing their part as the primary caregiver produce a huge
impact to the child which help them to do well in school.
Statement with the lowest average mean of 3.18 and 3.19 are the following: parents force their
children to do works or achieve something that against their will and parents disappoint easily. Students
agreed that there are some point their parents force them to achieve and excel.
Overall, the total means of 3.70, 3.56, and 3.58 are interpreted as agree shows there is a shared
relation between parental pressure and academic performance of Senior High School students. On table 3,
the students feel pressured from their parents because of their high expectancy regarding on their
academic state.
STANDARD VERBAL
MEAN INTERPRETATION
DEVIATION
Parents expecting too much 3.5800 1.2727 Agree

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You need to attain high rank and high 3.5900 1.1467

Agree
grades
Parents push you to those works or 3.1800 1.2502 Moderately Agree

achievements you don’t want
Parents support you financially about 3.3800 1.3087 Moderately Agree

necessary school needs
You feel unmotivated to study if your 4.0800 1.0794 Agree

parents are way too strict and having way
too high standards
Parents support your emotional needs 3.4400 1.2170 Agree

every success and failures you have
Parents disappoint easily 3.1900 1.3461 Moderately Agree
You feel motivated enough to study well if

your parents are supportive and 4.0400 1.1002 Agree
understanding
You feel pressure from your parent’s

Agree
expectation regarding your academic state 3.5600 1.1918
Your parent’s influence has the bigger 3.7200 1.1466

Agree
impact in your academic performance
1.81 - 2.60 – Disagree
3.41 - 4.20 – Agree
STANDARD VERBAL
MEAN INTERPRETATION
DEVIATION
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Pushing my child to strive and be a better 3.9800 1.0294 Agree

version of himself/herself.
My child's action and decision is based on 3.3400 1.0317

Moderately Agree
my approval
Trying their best is enough for me 4.3200 0.9474 Strongly Agree
Pressuring them to aim for the highest 3.1400 0.9594 Moderately Agree
Letting them socialize during midterms 3.3400 1.0317 Moderately Agree

exam
Socializing is a distraction for them 2.7600 1.1576 Moderately Agree
Letting them explore on their own and to 3.8800 1.0515

Agree
be independent.
Choosing the course that my child need to

Moderately Agree
take 3.4000 0.9165
Obliging my child to join activities that I

think may help his/her growth and 3.4200 1.0787 Agree
development
Setting high hopes and high expectations 3.1200 0.9086 Moderately Agree
Giving them time to reflect when they 4.1800 0.9527

Agree
make mistake
Restricting them from socializing for 3.0600 1.0278 Moderately Agree

getting a low marks than their usual marks
1.81 - 2.60 – Disagree
3.41 - 4.20 – Agree

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Statement 3 and 11 acquired the highest mean of 4.32 and 4.18 states that trying their best is
enough and parents give them time to reflect on their mistakes. It gained a strongly agree and moderately
agree as a verbal interpretation, It seems that parents are giving them time to develop, to reflect and push
them to be better by showing satisfaction to their child’s performance. Examining Table 2 and 4, parents
agreed that they sets a high expectation and put a high hope for their child and connecting it to the second
table, students agreed that it affects their behavior in school.

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CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
SUMMARY OF FINDINGS
Parents have different ways to discipline their child, different beliefs, different
perspective, different mindset, as well as the students, they also have different ways on how they
will perform on their academic studies, whether they want to achieve high ranks or not, or also
whether they are just obliged to do such things because of parental influences. The study ended
up that parental styles may also vary that it has an interrelation between a student’s academic
performance.
Results of the current study demonstrated the Parental Pressure of some Senior
Highschool students, that Senior Highschool student’s Parents shaped their common behavior,
and Parents may affected ones student’s academic performance. Some parents do set high hopes
and expectaction that affects a child’s behavior in school.
Our results ended up that Parental pressure interrelation to Student’s academic
performance has significant relationship. Our assumption that there is significant relationship
between the Parental Pressure and Academic Performance of selected Senior Highschool
students also Parents who are being responsive and having a right control towards their children
create a good impact and outcomes when it comes to their children’s academic performance than
parents who are firm in control, and has little interaction with their children are supported.
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CONCLUSION
This part of the research aims to explain the conclusion and the researchers base on the findings.
1. The students are not willing to talk about their low marks with their parents. And students are
expecting to have a high marks every grading.
2. Parental Pressure greatly affects one's child behavior and their personal growth towards school
and to themselves as well. Students who are experiencing pressure usually suffer anxiety.
3. Senior High School students agreed that parental pressure makes them feel unmotivated and
pressured if their parents are having high hopes and expectation. In the other hand, Parents
agreed that they are satisfied if their child did their best. In a parent’s perspective they do what
they think is right and proper. The relation of the two shows that they affect each other, parent’s
way of disciplining affects child’s behavior in school. Parenting Style may somewhat be a
motivation and may somewhat be a pressure to a child’s academic performance.
RECOMMENDATION
This study would help future researchers to determine the parental pressure to their
child’s academic performance. Not only the future researchers but also to those parent who are
concern of how they handle their child’s behavior.

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● This study would help future researchers to determine the parental pressure to
their child's academic performance.
● Encouraging the parents and students to reflect internally when taking actions
and consider both side.
● Undertake further research using larger sample and different approach.
● • A part from that further research can be conducted to investigate the
Interrelation of parental pressure to academic performance of senior high school
students.
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BIBLIOGRAPHY
BOOKS AND REFERENCES
Papalia, & Feldman. (2012). Personal Development: Family Structures. Quezon City: Rex Book
Store, Inc
ONLINE SOURCES
Castellano,R. (2003). Parenting Style in Relation to Academic Performance. Retrieved from
https://www.academia.edu/8912293/Parenting_Style_in_Relation_to_Academic_Performance
Feng, G. F. (1992). Management of Stress and Loss. Taipei: Psychological Publishing Co., Ltd
Molina (2015). Television-Viewing Habits, Amount of Exposure, and Program Preferences of
Children in Public and Private Schools in the Philippines, from www.ncct.gov.ph
Schulze (2004). Filipino Mothers’ Beliefs about Parenting: A Question of Independence, from
https://www.researchgate.net
Ochoa et al. (2017). Parenting as correlates to self-esteem of underprivileged adolescents: basis
for a proposed parenting skills program, from https://www.researchgate.net

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JOURNAL AND PERIODICAL
Berthelsen and Walker (2008). Fan (2001). Parental Involvement and Children’s Educational
Performance: A Comparison of Filipino and U.S. Parents: Journal of Comparative Family
Studies Vol. 45, No. 3 (SUMMER 2014), pp. 351-366, published by University of Toronto Press
Epstein and Sanders (2006). Prospects for Change: Preparing Educators for School, Family, and
Community Partnerships: PEABODY JOURNAL OF EDUCATION, from
https://news.cehd.umn.edu
Fiest (2006). Parenting styles as correlates to self-esteem of underprivileged adolescents: basis
for a proposed parenting skills program: International Journal of Advanced Education and
Research Vol. 2; Issue 5; September 2017; pp. 27-35
Jennifer et al. (2003). Parental Support and pressure and children’s extracurricular activities:
relationships with amount of involvement and affective experience of participation: Journal of
Applied Developmental Psychology, from www. sciencedirect.com

East Campus
Nancy and Laurence (2005). A Review of the Relationship among Parenting Practices, Parenting
Styles and Adolescent School Achievement: Educational Psychology Review Vol. 17, No.2
(2005), pp. 125-146, from https://www.jstor.org/stable/23363898
Pena Alampay and Jocson (2012). Predicting Filipino mothers’ and fathers’ reported use of
corporal punishment from education, authoritarian attitudes and endorsement of corporal
punishment: International Journal of Behavioral Development 36 (2), 137-145, 2012
Stoeber and Otto (2006). Perfectionism in adolescent school students: Relations with motivation,
achievement, and well-being: Personality and Individual Differences Vol. 42, Issue 7, May 2007,
pp. 1379-1389
East Campus
APPENDICES
East Campus
CERTIFICATE OF RESEARCH INSTRUMENT VALIDATION
This is to certify that the research entitled, “INTERRELATION OF PARENTAL PRESSURE TO

ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF IMMACULATE CONCEPTION
ACADEMY EAST CAMPUS” has been checked and validated as an expert to make sure that the necessary
content and changes are applied by the researchers namely:
JEEVAHN PAGUNTALAN ARNELYN ROMANO

Researcher Researcher
DANIELLE MAE I. REYES MADELINE SALAMAT

DAVE ANNE RODRIGUEZ KYLE MARIE SALAMIDA

Certification issued by:

East Campus
JALILAH H. BANIAGA Ma. Ed

Research Adviser





East Campus
YURI ANTHONY D. ABAD

Principal/OIC
This is to certify that the research entitled, “INTERRELATION OF PARENTAL PRESSURE STYLE TO




East Campus
RONNIE P. AYOS
Statistician





East Campus
HYDIE O. HERBAS
Research Adviser
RELIABILITY AND ITEM STATISTICS

Reliability Statistics for SOP I
Number of Items Cronbach’s Alpha Verbal Interpretation
10 0.707 Acceptable
Reliability Statistics for SOP II
10 0.792 Acceptable
Reliability Statistics for SOP III
10 0.723 Acceptable
East Campus
Reliability
Scale: ALL VARIABLES
Case Processing Summary

N %
Cases Valid 10 100.0
a
Excluded 0 .0
Total 10 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.880 12
East Campus
QUESTIONNAIRE
Name: Date:
Grade and Section:
1- Strongly disagree
2- Disagree
3- Moderately Agree
4- Agree
5- Strongly agree
QUESTIONS 1 2 3 4 5
SOP#1
1. Parents consider your feelings
2. Parents support and has faith in you
3. Parents punishes you for your mistakes
4. You and your parents celebrate your

achievements
5. Asking how your day went
6. Give you space and privacy
7. Accept any suggestions from you
8. Provide you all your needs

East Campus
9. Give advices about certain topics
10. Give you the freedom to choose
SOP#2
11. Parental pressure generally lead to

children who are obedient but tend to
have low self esteem
12. Parental pressure affects children to

perform poorly in school
13. Particular pressure of parenting tend to

control their children
14. Parental pressure children to have lack

self-control and less competent than their
peers
15. Children who have strict parents follow

rules and regulation for they fear
punishment
16. Too much expectation from our parents

affects our behavior in school
17. Anxiety and Depression are common

behavioral problem shaped by particular
parental pressure
18. Strict parenting creates behavioral

problem in children
19. Parental pressure affects the personal

growth of a child
20. Parental pressure child behavior

East Campus
SOP#3
21. Parents expect too much
22. You need to attain high rank and high

grades
23. Parents push you to those works or

achievements you don’t want?
24. You feel pressure from your parent’s

expectation regarding your academic
state
25. Parents support you financially about

necessary school needs
26. Parents support your emotional needs

every success and failures you have
27. Parents disappoint easily
28. You feel motivated enough to study well

if your parents are supportive and
understanding
29. You feel unmotivated to study if your

parents are way too strict and having way
too high standards
30. Your parent’s influence has the bigger

impact in your academic performance
East Campus
QUESTIONNAIRE
Name: Date:
Grade and Section:
1- Strongly disagree
2- Disagree
3- Moderately Agree
4- Agree
5- Strongly agree
East Campus
QUESTIONS 1 2 3 4 5
1. Pushing my child to strive and be a better

version of himself/herself
2. My child's action and decision is based

on my approval
3. Trying their best is enough for me
4. Pressuring them to aim for the highest
5. Letting them socialize during midterms

exam
6. Socializing is a distraction for them
7. Letting them explore on their own and to

be independent.
8. Choosing the course that my child need

to take
9. Obliging my child to join activities that I

think may help his/her growth and
development
10. Setting high hopes and high expectations
11. Giving them time to reflect when they

make mistake
12. Restricting them from socializing for

getting a low marks than their usual
marks
PHOTO DOCUMENTATION
East Campus
East Campus
East Campus
JEEVAHN PAGUNTALAN
Home Address: Blk 13 Lot 7 Baranggay San Dionisio,

Dasmariñas Cavite
Mobile: +639508962787
E-Mail Address: jeevahnpaguntalan@gmail.com
CAREER OBJECTIVE
Seeking a challenging position where I can enhance my knowledge in Mid-wifery.

.
EDUCATIONAL PROFILE
De La Salle University Dasmarinas, Cavite 2020-2026
Immaculate Concepcion Dasmariñas, Cavite 2018-2020

Academy (East)
Dasmarinas Integrated High School Dasmariñas, Cavite. 2017-2018
Dr.Jose P. Rizal Elementary School Dasmarinas, Cavite 2008-2013
LICENSES
Professional Mid-Wife Professional Regulation Commission March 2026
PERSONAL DATA
Age : 28
Gender : Female
Civil Status : Single
Citizenship : Filipino
Religion : Catholic
East Campus
Height : 5’0
Birth Date : September 11, 2001
REFERENCES
Mr. Karl Kristian Caliguiran
Faculty Member/ Mathematics Teacher
+639957417853
Ms. Jhobelle Dumlao Liro
Faculty Member/ Filipino Teacher
+639121063452
Mr. Nathaniel Dumduma
Faculty Member/ Social Science Teacher
+639056401983
DANIELLE MAE I. REYES

East Campus
Home Address: 05 J Ramirez St. Zone 1
Dasmariñas City, Cavite
Mobile: +639288721690
Home Number: 416-0119
E-mail: daniellaaareys16@gmail.com
CAREER OBJECTIVE
Seeking a challenging position where I can enhance my knowledge in Architecture, designing

and further my career, bringing a superior designing skills and debugging capabilities.
EDUCATIONAL PROFILE
De La Salle University Dasmariñas City, Cavite 2020 - 2025
Tertiary Education
Immaculate Conception Academy Dasmariñas City, Cavite 2014 - 2020
Secondary Education
Dasmarinas Elementary School Dasmariñas City, Cavite 2008 - 2014
Primary Education
PROFICIENCIES
East Campus
● Great communication and written skills

● Design and visualization
● Space planning
● Construction drawings and documentation
● Training in new computer techniques
● Computer Skills: Microsoft Office, Adobe Photoshop, Adobe Illustrator, Adobe Indesign
● Language Skills: Fluent in written and spoken English
PERSONAL DATA
Age : 28
Gender : Female
Religion : Catholic
Height : 5’3
Birth Date : October 6, 2001
REFERENCES
+639957417853

East Campus
+639121063452
+639056401983
DAVE ANNE M. RODRIGUEZ

East Campus
Home Address: BLK 17 L 27 Tel aviv street, Southplains

Mobile: +639060052255
E-mail: daveannerodriguez2001@gmail.com
CAREER OBJECTIVE
To search position requiring excellent customer service skills and full concentration to
patient condition. Ability to provide exact medicines and treatment for patient's
recovery.I will use everything that I learned in medical school. I desire to use my abilities
for various kind of patient.
WORK HISTORY
Cardiologists London Bridge Federal Hospital 2028 - 2035
EDUCATIONAL PROFILE
De La Salle University Dasmariñas City, Cavite 2020 - 2025

Tertiary Education
Immaculate Conception Academy Dasmariñas City, Cavite 2014 -

2020
Secondary Education
Sta. Cristina Elementary School Dasmariñas City, Cavite 2008 -

2014
Primary Education
PROFICIENCIES
● Written skills
● Design and visualization

● Planning
● Construction drawings and documentation
● Computer Skills: Microsoft Office, Adobe Photoshop, Adobe Illustrator, Adobe Indesign
● Language Skills: Fluent in written and spoken English
East Campus
ORGANIZATIONAL AFFILIATION
World Health Organization Member 2026 - present
PERSONAL DATA
Age : 34
Gender : Female
Religion : Catholic
Height : 5’4
Birth Date : May 29, 2001
REFERENCES

+639957417853

+639121063452

+639056401983
East Campus
ARNE LYN O. ROMANO
Home Address: Blk 11 lot 51 sunnycrest village. Salitran 2
Mobile: 09369352025
E-mail: Arnelynromano1@gmail.com
EDUCATIONAL PROFILE
Manila Tytana Pasay City 2020 - 2025
Tertiary Education
Immaculate Conception Academy Dasmariñas City, Cavite 2014 - 2020
Secondary Education
Salitran Elementary School Dasmariñas City, Cavite 2008 - 2014
Primary Education
PERSONAL DATA
Age : 17
East Campus
Gender : Female
Religion : Baptist
Height : 5’3
Birth Date : November 26, 2001
REFERENCES
+639957417853
+639121063452
+639056401983
East Campus
MADELINE F. SALAMAT
Home Address: Block 1 Lot 24 San Miguel 2

Mobile: 09052380775
Email Address: madzacuzar@gmail.com
EDUCATION
Immaculate Conception Academy Dasmariñas City, Cavite 2019
San Miguel Elementary School Dasmariñas City, Cavite 2014
PROFICIENCIES
Languages Filipino and English
Computer Applications MS Word, MS Excel, MS PowerPoint, Adobe

Photoshop
PERSONAL DATA
Age : 17
Gender : Female
East Campus
Religion : Catholic
Height : 5’4
Birth Date : July 29, 2002
East Campus
KYLE MARIE B. SALAMIDA
Home Address: Blk16 Lot19 P1 Tarlac St.

City Homes SampalocIV Subdivision, Dasmariñas Cavite
Mobile: +639177559559
E-Mail Address: kmsalamida@gmail
CAREER OBJECTIVE
To enter an energetic platform, ideally in a stable position under my education, skills and
experience in the field of Optometry can be utilized and developed and hopefully further my
career opportunities.
EDUCATIONAL PROFILE
Southwestern Univerty Cebu City, Cebu 2020-2026
Immaculate Concepcion Dasmariñas, Cavite 2018-2020

Academy (East)
Paliparan National High School. Dasmariñas, Cavite. 2017-2018
Guiuan East Central

School Guiuan Eastern Samar 2008-2013
PERSONAL DATA
Age : 28
Gender : Female
East Campus
Religion : Catholic
Height : 5’4
Birth Date : October 6, 2001
REFERENCES
+639957417853
+639121063452
+639056401983

Parental Pressure Impacts Student Performance

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Immaculate Conception Academy

THE PROBLEM AND ITS BACKGROUND

problem, hypothesis, scope and the definition of terms used.

BACKGROUND OF THE STUDY

fulfill their child’s need.

how their relationship affects each other.

INPUT PROCESS OUTPUT

Figure 1. Research Paradigm

STATEMENT OF THE PROBLEM

This study aims to answer the following:

2. What are the common behavioral problems shaped by parental pressure?

academic performance of selected SHS students.

Senior Highschool students.

SCOPE AND DELIMITATION OF THE STUDY

study focuses on the Interrelation of Parental Pressure to Academic Performance of SHS

survey to determine the Interrelation of Parental Pressure to Academic Performance of SHS

Students in Immaculate Conception Academy East Campus.

SIGNIFICANCE OF THE STUDY

The result of the study will benefit the following:

them to improve and deal with their child to be better.

Academic Performance – long term academic achievement, short term academic.

Educational Attainment – elementary, secondary or high school, tertiary or college, masterate,

Parents or Guardians – Mother, Father, Grandfather, Grandmother, Auntie, Uncle, older

Parental Pressure – behavior exhibited by parents that is perceived by their children as

indicating high , unlikely or possible even unattainable expectation.

REVIEW OF RELATED LITERATURE AND STUDIES

and adjustment in adolescents, the relationship between parental pressure in academic

which may indirectly impact a teenager's academic performance.

According to Jeniffer Anderson et al. (2003) children's perceptions of their parents'

pressure predicted children's affective experience of participation.

involvement and monitoring are robust predictors of adolescent achievement. Family

competence Nancy and Laurence (2005).

relationship between parental involvement and children's school performance, as differences in

academic factors affecting low achievement in secondary school.

perfection is associated with positive characteristics and adaptive outcomes. To investigate

completed measure of perfectionism at school perceived parental pressure to be perfect,

perceived parental pressure was related to somatic complaints.

the issues tied to it.

parenting practices, albeit with different classifications. As developmental psychologists have

pointed out, understanding parenting cognitions is integral to efforts to investigate socialization

empirical methods (Peña-Alampay & Jocson, 2016; Schulze, 2014).

collectivism construct in cross-cultural research in psychology. In particular, Schulze cited one of

differences in socialization goals also appeared to bolster the individualism-collectivism

construct: whereas Filipino mothers emphasized respectfulness, Anglo-American mothers tended

collectivistic Filipino culture, it could be an instance of a seemingly individualistic belief serving

these findings posed a challenge to cross-cultural researchers to move beyond dichotomous

SYNTHESIS OF REVIEWED MATERIAL

related to each other, that it will affect one another.

“pressure.” It shows that perceived parents affects child’s participation.

plays a very significant role in a childs growth and development.

affect children's academic success in numerous ways.

According to Rodriguez Castellano (2003) Having a positive atmosphere of a Family will

unfavorable type promotes non-adaptation, immaturity, lack of balance and insecurity..

was related to somatic complaints.

comparison with others, may all cause stress and self-degradation.

judgment the children make about their overall worth

disciplining their children.

controlling the well-being of their children.

of what they see on television.

RESEARCH METHOD AND PROCEDURE

Locale of the Study

The researchers conducted a study on Immaculate Conception Academy located at