Department of Education

Region IV – A CALABARZON
Division of Rizal
Rizal National Science High School
J.P. Rizal St., Batingan, Binangonan, Rizal
Senior High School Department - STEM

ACADEMIC PRESSURE: THE INFLUENCE OF NEGATIVE PARENTAL ATTITUDE

TOWARDS EDUCATION OF SENIOR HIGH SCHOOL STUDENTS

A Research Paper

Presented to Mrs. Eufemia B. Pura, Research Mentor

And the Faculty of Rizal National Science High School

In partial fulfillment of the Requirements

In Practical Research I

MADELENE IRENE A. ARCILLA

WENDELIN EDREI B. DE VILLA

NESTOR P. FAJARDO JR.

JONATHAN S. SURBANO

Researchers

January 2020
ACADEMIC PRESSURE: THE INFLUENCE OF NEGATIVE PARENTAL ATTITUDE
TOWARDS EDUCATION OF SENIOR HIGH SCHOOL STUDENTS
Arcilla, Madelene Irene A., De Villa, Wendelin Edrei B., Fajardo, Nestor P. Jr., & Surbano,
Jonathan, S.

Abstract: Senior High School (SHS) students feel the most pressure as they approach collegiate
level. Parents set their expectations even higher, which causes students to push themselves even
harder that leads to different problems in their well-being. This study aims to determine the
influence of negative parental attitude towards education of SHS students in order to place students
in a better learning environment through providing parents and the society knowledge regarding
parental care and treatment. Through this, parent-student communication and relationships will
improve along a student’s academic status.
This qualitative research utilized a descriptive survey which is distributed to 110
respondents from grades 11 and 12 of Rizal National Science High School through stratified
sampling technique within two months. The data gathered were grouped according to similarities
of answers per question. Findings show that negative parental treatment and attitude places
academic pressure on students which affect their physical, mental, emotional and overall well-
being.
Keyword/s: Academics, Academic Pressure, Parental Attitude, Senior High School, STEM

INTRODUCTION

The family is the smallest unit that makes up a society. It is also the foundation that shapes

a person in society. Inside the family is where a child first forms himself, so this stage is important

for his development. It is one of the biggest factors that influence one's beliefs and attitudes. A

parent's treatment toward their children inside their home reflects the way they treat the people

surrounding them; because of his family he learns things that greatly influence his character.

Family is also the most intimate social environment of an individual, as it is the starting point for

the important processes of parents interacting with their child and teaching them how to live and

thrive in the world. A child's learning primarily comes from his/her family and is a lifelong process

starting from his birth (Upali, 2017).

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 According to the Children’s Bureau (2017), a person's development depends on what he

learns as he grows. Because a person is not born to be socially intelligent, he learns from the

various observable actions and habits in his environment as he grows in age. And for the most part,

this learning begins within the family. A child's learning and socialization is mostly influenced by

his family because the family is considered as a primary social group. The family has the

responsibility to shape a child and develop his virtues, beliefs, relationships and security.

The family system not only helps to grow, socialize, and identify a child, it also reflects

structural culture as well as his virtues, expectations, and social policies. Thus, the family serves

as the bridge between the child and social life. Family is the key component that assures

satisfaction, responsibility, and social participation of an individual. The experiences and role

models a family presents to a child play an important role in shaping his positive social behavior

and character (Demircioglu, Gunindi, & Sahin, 2012).

A part of a child's source of learning is from education. All persons are entitled to

education, which is protected by Republic Act No. 9155 which is a law that: provides an

administrative framework for basic education, establishes authority and accountability, changes

the name of the education department, culture, and sports as a department of education, and for

other purposes.

Family is also a major influence on a child's education, this is called parental involvement.

Parents' involvement in their child's education is a major factor in shaping a child's development.

Because the family is his first social and learning environment, it serves an important role in his

education. The parents' educational influence may be direct - through action, or indirect - through

the behavior displayed and directed toward the student. The various educational strategies a family

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plays a huge role in determining personal development and success in an individual's education.

Parents' educational habits have a significant influence on the mental, social and emotional

development of the child (Necsoi & Porumbu, 2013).

The role of parents in their child's academic development is important and a topic that has

sparked many studies. The problems stem from the various pressure parents place on their children

to attain high marks. This raises the level of anxiety and stress of children around the world.

According to Vidyanagar (2017), higher secondary education is an integral part of an

individual's educational life. At this point, the educational achievement of an individual influences

his decisions on the next higher point of his education such as career choice. Thus, the excessive

stress that may be experienced at this point may result in different psychological problems, such

as depression, which may have a negative effect on the outcome of his academic life. This is

considered as academic stress, a psychological problem that arises from the fear of falling or

making mistakes due to pressure from parents and people around the student. It affects their health

and can result in different mental and physical problems.

High parental expectations put stress on a student due to the pressure of reaching their

parents' expected results. Especially in senior high school students since they are the ones about to

enter college, so they experience the most pressure. This can cause complications in a student's

physical, mental, and emotional state. This is what researchers have chosen to make as the central

point of the study to further educate parents and the society about the influence of negative parental

attitude on a student’s education in senior high school.

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Statement of the Problem

This study aims to answer the following questions:

1. How does a senior high school student’s relationship with his/her parents affect his/her

attitude towards education?

2. What common problems do senior high school students encounter who experience

academic pressure from their parents?

3. What common behaviors can be observed in senior high school students who

experience academic pressure from their parents?

Research Objectives

The main goal of this study is to determine the influence of negative parental attitude

towards education on senior high school students. Moreover, the researchers aim to analyze the

effects of the relationship between the students and their parents towards their outlook on

education. The research aims to discover the common problems experienced and the different

habitual actions shown by senior high school students due to said pressure. The research will

determine the influence of parental treatment in their households towards the strain of academic

pressure on students.

Significance of the Study

This study will benefit senior high school students in their academic achievements, along

with strengthening the bonds and relationships within Filipino families. The pressure that senior

high school students experience has a significant effect on their well-being that opens the

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discussion on how they are treated at home. In relation, the results acquired in this research will

give way and help to parents on how they can become more encouraging to their children and on

how to avoid or lessen having a negative effect to their child’s education; that can influence the

child’s attitude and behavior outside their home. For the researchers, this study can help open new

aspects in perceiving the what-so-called ‘academic pressure’.

For the students. This research aims to develop senior high school students to handle their

education better and help their personal well-being. Students who have healthy well-beings can

handle their academic status, the difficulties experienced in academics, and develop a positive

perception in their academic life. Aside from this, the study aims to recommend ways that can

influence a student’s better well-being and avoid negative pressure he/she can experience.

For the teachers. Information acquired can help teachers identify the different problems

experienced by students. This can help widen their understanding and perception of the students

in order to give them the help they need to overcome the problems they encounter in their academic

life and in their households.

For the parents. This intends to improve the relationship and communication they have

with their children. This can help perceive new aspects on how to treat their children in regards to

academic life. Moreover, assist them on how to develop a better and more encouraging attitude

towards their children that may experience negative pressure in their academics.

For society. This study will be used to discover the influence of negative parental attitude

towards education on senior high school students that will help change the perspective of Filipino

families regarding education. This can influence society, for children are said to be the future of

the nation. The change in perception will encourage more students to study more efficiently. Not

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because of the pressure they feel from their parents, but because they are satisfied with what they

are doing. This will result in a positive change in education that will improve society.

Scopes and limitations

This study will tackle the various influences of negative parental attitude towards education

on senior high school students in order to add more knowledge on parental treatment; this will

educate parents on what actions to enact that will bring good influence on their teenagers to

perform better in their academics. Moreover, this will inform parents on unhealthy actions and

treatment habits to avoid, that only have negative influence on their childrens’ education. The

study will observe the influence of said attitude towards the selected students’ academic

perception.

The research will take place in Rizal National Science High School (RNSHS) that is

located in Batingan, Binangonan, Rizal in a duration of two months. One hundred and ten students

from senior high school will be selected using stratified sampling technique; ten will come from

each section in grades 11 and 12, giving a total of 110 respondents. Each will receive a

questionnaire and the acquired answers will be arranged according to their appropriate categories.

This study will only focus on the influence of said attitude towards the academic behavior

of senior high school students of RNSHS. The research study will take place with a limited

timeframe, which is the reason for hastened acquiring and interpretation of data.

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 METHODOLOGY

Research Design

The research design is qualitative, wherein it aims to understand the experiences of a

respondent. This gives new information about the dimensions of experience of a human person

(Grossoehme, 2014). The research utilized the Descriptive Survey Method. According to Hale

(2018), this method acquires data from its respondents through interviews or questionnaires that

require properly constructed questions. This is in order to assure the results are based on accurate

and factual data. Proceeding data acquisition, the data will be arranged and categorized according

to their appropriate groups.

It is the objective to describe the influence of negative parental attitude towards education

of senior high school students through the use of questionnaires. Open-ended questions were

utilized in acquiring the data from the respondents; these gave the respondents freedom to describe

their answers, perceptions, and thoughts. This design befitted the research in acquiring the needed

data from the respondents.

Local and Population of the Research

This study used 11 sections from both grades 11 and 12 of Rizal National Science Senior

High School. The eleventh grade consists of 6 sections with 220 students, while the twelfth grade

consists of 5 sections with 306 students. 10 students from each section were selected using

stratified sampling technique to fill the sample size of 110 respondents.

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The Respondents

The respondents selected were from the Senior High School of Rizal National Science

High School. 110 respondents were selected from 11 SHS sections, grades 11 and 12. Wherein,

five groups of 10 respondents came from grade 12 sections and six groups of respondents came

from grade 11 students. Stratified sampling technique was utilized in order to acquire equal

numbers of respondents for each section.

Research Instruments

The research study was constructed through the distribution of questionnaires in order to

acquire the needed information from the respondents. Data gathered from the school library, and

the internet were also key factors for the completion of the study's objectives.

Procedure of Data Gathering

In order to acquire the thoughts and ideas of the respondents regarding the influence of

negative parental attitude towards education of senior high school students, questionnaires were

distributed containing seven open-ended questions regarding the topic. The said questionnaires

were distributed through the use of online Google Forms printed copies during the researcher's

vacant and Practical Research I periods. Respondents were also able to answer the questionnaires

after school hours through online Google Forms. Ten students from each section of grades 11 and

12 of Rizal National Science High School were selected to answer the prepared questionnaires.

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Statistical Treatment

The data gathered from the respondents were grouped accordingly. These groups were

based on the similarities of the given answers for each question. These data were tallied in order

to get the exact number of respondents who answered under the same category. The conclusions

made were based on the data collected from the questionnaires that were distributed among 110

respondents.

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 RESULTS & DISCUSSIONS

The results gained from the research from the 110 respondents of Senior High School

Students in Rizal National Science High School are shown in accordance with the study. The

findings are from the survey distributed among the respondents that contain the questionnaire to

be answered.

I. Questionnaire

The questionnaires prepared by the researchers contain seven questions regarding students'

perception on how parental treatment affects their studies. The answers provided by the

respondents were grouped by the researchers according to their similarities.

1. Effects of a Senior High School Student’s Relationship with His/Her Parents on His/Her

Attitude towards Education:

a. Distribution of respondents based on how their parents treat them due to high and

low grades.

Figure 2.

The figure above shows the different reactions and treatments received by the respondents

depending on the grades they have received. Most of the respondents receive praise and rewards

due to high grades and are still treated the same regardless of low grades; some respondents receive

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encouragement when faced with low marks. Though, it is still evident that parents treat their

children based on how high or low the marks that they receive. There were respondents who

receive praise and encouraging words only when they get high grades yet receive negative

treatment due to low grades. However, there are also respondents whose parents are unfazed by

high marks and are treated negatively when they receive low grades.

Aligned with this, Grusec (2014) stated in his study which focuses on the impact of parental

attitudes and beliefs on the development of children, that parents observe their children through a

filter of conscious and unconscious thoughts, beliefs, and attitudes. These filters direct the way

they perceive their children’s actions. When thoughts are benign and accurate, they direct and lead

to positive actions. However, when they are distorting and distressing, they lead to negative

emotions and attributions that impair effective parenting.

b. Distribution of respondents based on the pressure felt due to how their parents treat

them when they attain high and low grades.

Figure 3.

Most respondents received no pressure from their parents and were treated in a positive

way. Though, almost half of the respondents feel academic pressure from their parents, some felt

pressure but do not consider this as a hindrance to their studies, and others used this pressure

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positively and it inspired them to study and work even harder to do better next time. Still, due to

the said pressure, some respondents felt that they were not enough which caused them to stress-

out and even worse, there were respondents who view studying as a daunting experience because

of this.

The study of Irfa & Hussain (2014) investigated the causes of pressure on students in their

academics and students’ levels of anxiety and stress, which shows that students are pressured by

their parents to attain high grades for different reasons. Most of these reasons are for social respect,

scholarship, parents’ future and parents’ investment in children's education.

c. Distribution of respondents based on how an unwell relationship with their parents

affects their studies.

Figure 7.

Most of the respondents' answers indicate that their relationship with their parents is not in

a bad condition. Still, there were some answers pertaining to them having an unwell relationship

with their parents. Most of the respondents with an unwell relationship to their parents said that it

does not affect their studies. Though, there were respondents whose studies were affected

negatively by the unwell relationship they have with their parents. The negative effects stated were

added stress, acts of dishonesty, and loss of focus.

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 The research of Wang (2013) affirmed that the important determinant for children’s

educational achievements is parental influence, because it provides economic resources to achieve

higher goals, serves as a role model, encourages specific targets, and recognizes and praises

appropriate behaviors. The study shows that parental expectations are generally associated with

students’ academic performances and play a critical role in children’s academic success.

1. Common Problems Senior High School Students Encounter when Experiencing Academic

Pressure from Their Parents:

a. Distribution of respondents based on the effects of parental treatment on their physical,

emotional, and mental well-being.

Figure 4.

The figure above presents how parental treatment affects the respondents’ well-being

physically, mentally, and emotionally. Based on the data gathered, most respondents are physically

stable. While when talking about mental and emotional well-being, answers were almost split in

half between being stressed and stable.

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 The article of Sarita (2015) discussed that there is the role of a student’s parents in his/her

academic pressure as well as his/her well-being. It was noted that stress is a part of every one’s

life and as for students the presence of academic stress may wreak havoc in their life. One of its

factors is the academic pressure given to the students by their parents as to which affects their

mental well-being and decision making. Most of the time the result of academic pressure ends up

stressing the students and, in some cases, depression. That is why students need to receive

appropriate direction, nurturing, encouragement and guidance from their parents for them to

succeed.

b. Distribution of respondents based on the importance of achieving high grades due to

parental expectations.

Figure 5.

As findings show, the respondents’ answers were not far apart. Most respondents consider

high grades as either important or very important due to their parents' expectations. On the other

hand, there were also respondents who don't put that much importance in high grades and prioritize

learning and their well-being more.

In the research of Chohan & Khan (2010), students who reported adequate support from

their families were more likely to show better performance and succeeded in examination and also

15
get better scores on the self-concept scales. Moreover, the study reveals the significant effect of

success or failure in examination on the self-concept of the students.

c. Distribution of respondents based on how they feel when talking to their parents about

their studies.

Figure 8.

More than half of the respondents feel fine when discussing academics with their parents.

A sum of respondents feels pressured when talking about their studies, while the remaining quarter

of the respondents feel suffocated, are hesitant, or just don't discuss their grades with their parents.

The study of Ghatol (2017) claimed that the family environment should be congenial and

the learning process should be made pleasurable. The parents should avoid putting pressure on the

students as it is one of the ways to avoid academic pressure and stress. The author concluded that

a supportive and stimulating atmosphere is very necessary for the student to progress in their

academic life and for reaching their aim or goal.

3. Common Behaviors Observed in Senior High School Students who Experience Academic

Pressure from Their Parents:

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 a. Distribution of respondents based on usual behaviors/actions they tend to show when

they feel pressure from their parents.

Figure 6.

Based on the data gathered, the respondents show different actions and behaviors when

they feel academic pressure from their parents. Still, there were some students who did nothing

and felt no academic pressure. There were respondents who showed positive behaviors when

facing academic pressure. These respondents tend to strive and study harder or honestly confess

to their parents about getting low grades. Some try to ignore the weight of pressure by doing things

that they like in order to entertain themselves. However, there were respondents who tend to show

negative behaviors due to the academic pressure they feel from their parents. These students tend

to overthink, stress-out, hide their emotions to themselves, and develop difficulties in eating.

In line with this, a study conducted by Pascoe (2019) states that students in secondary and

tertiary level face a wider range of ongoing academic stressors. These stressors were found to be

caused by high amounts of academic demands and expectations. Results have shown that the

impacts of these stressors could cause a reduction in academic performance, decrease of

motivation, different mental health problems, sleep disturbances, substance use, as well as higher

risk of school drop-outs.

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 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

Summary of Findings

From the data gathered based on the participants‟ answer on the questionnaire, the

following findings are obtained by the researchers:

1. The effects of a senior high school student’s relationship with his/her parents to his/her

attitude towards education.

Majority of the respondents showed that their relationship with their parents is good. Of

the few respondents whose studies are affected by their relationship with their parents, it is

discovered that they tend to feel stressed, lose focus in studies, and enlarge the gap between them

and their parents through being dishonest about their feelings. Students who have an unwell

relationship with their parents are affected physically and have tendencies to distance and shut

themselves out from their parents.

While a vast number of students have parents that are consoling, encouraging and provide

similar treatment regardless of grades, some also feel no academic pressure or it does not affect

them. However, a noticeable number of students feel stressed and that they are lacking. Worst-

case scenario is that studying becomes daunting to them due to the pressure they receive and/or

because of their parents' expectations and attitude towards grades.

2. The common problems of senior high school students who experience academic pressure

from their parents.

Most of the students put importance on achieving high grades due to parental expectations.

This in turn causes the students to overwork themselves in order to reach the said expectations,

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which then causes problems to the students’ physical, mental and social well-being. In terms of

students’ mental and emotional status, the responses were almost split in half between being stable

and stressed. In the physical aspect, it is much more noticeable that most of the students are stable.

Regarding when academics are being discussed with their parents, students face common

problems. While the majority feel fine when discussing this, there is also a number of students

who feel pressured or hesitant when discussing the said topic. However, some respondents choose

not to discuss the topic at all due to the feeling of suffocation.

3. The common behaviors observed in senior high school students who experience academic

pressure from their parents.

The findings suggest that there are several observable behaviors from students who

experience academic pressure from their parents. These showed that some students use this

pressure as an impetus to strive and study harder and honestly confess low marks to their parents.

Some tend to entertain themselves to mask this pressure, while others try to hide their emotions to

themselves. However, there were some who clearly showed behaviors that present the negative

influence of the said pressure. The students tend to overthink due to this causing them to eventually

stress out and eventually affect their eating habits.

Conclusion

Negative parental attitude and treatment towards education places academic pressure on

students, which has unwell effects on senior high school students. The pressure originates from

expectations and high standards for satisfactory performance. This kind of pressure (academic

pressure) is very influencing with actions and behaviors, especially when they come from parents.

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As observed, a student’s actions and behavior towards his/her education is majorly influenced by

how his/her parents treat or act accordingly to his/her academic status. Due to academic pressure,

students drive themselves to work and damage their physical, emotional and even mental well-

being; they feel extreme stress and emotional strains. Parents’ negative attitudes and unwell

treatment amplify the effects of the heavy strain of academic pressure by heightening their

expectations and affecting emotions negatively.

A healthy relationship between student and parent can be encouraging for students to strive

and have a healthy lifestyle, whilst an unwell relationship and poor communication often puts a

large strain on students’ well-beings, physically, mentally and emotionally. Students have to

constantly worry and concern themselves with satisfying their parents with satisfactory grades and

performance, prior to expectations that parents have and fear of disappointment and disapproval.

Senior high school students are close to college levels hence the driving force to perform

well, but parents placing academic pressure on their students is unhealthy for the students’ well-

being. It is more damaging than its benefits. These students are said to be the future of the nation,

and if a progressive nation is desired, tips on giving encouragement and good driving forces is a

call to action. If students grow only due to pressure, they’ll perform and work with their capacities

halfenned.

Recommendations

1. To further enhance the research study, the researchers would like to recommend the

inclusion of Junior High School (JHS) students as participants.

2. Furthermore, it is also recommended to include the influence of positive parental

attitude towards education of students.

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3. In addition to this, a longer timeframe and participation of students from other

schools are highly suggested.

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 BIBLIOGRAPHY

Children’s Bureau. (2017). The Role of Family in Child Development. Retrieved from:

https://www.all4kids.org/news/blog/the-role-of-family-in-child-development/

Chohan, B. I., & Khan, R. (2010). Impact of Parental Support on the Academic Performance and

Self Concept of the Student. Journal of Research and reflections in Education, 4(1), 14-26.

Retrieved from:

https://www.researchgate.net/publication/216035869_Impact_of_Parental_Support_on_the

_Academic_Performance_and_Self_Concept_of_the_Student

Demircioğlu, H., Günindi, Y., & Şahin, F. (2012). Functions of the family: Family structure and

place of residence.Retrieved from:

https://www.researchgate.net/publication/236620003_Functions_of_the_family_Family_st

ructure_and_place_of_residence

Dewar, G. (2017). Authoritarian parenting: What happens to the kids? Retrieved from:

https://www.parentingscience.com/authoritarian-parenting.html

Ghatol, S. M., (2017). Academic Stress among Higher Secondary School Students: A Review.

International Journal of Advanced Research in Education & Technology (IJARET), 4(1),

38-41. Retrieved from: http://ijaret.com/wp-

content/themes/felicity/issues/vol4issue1/snehalata.pdf

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Grossoehme, D. H. (2014). Overview of Qualitative Research. Journal of Health Care

Chaplaincy. 20(3): 109-122. Retrieved from:

https://doi.org/10.1080/08854726.2014.925660

Grusec, J. E. (2014). Parents’ Attitudes and Beliefs: Their Impact on Children’s Development.

Retrieved from: http://www.child-encyclopedia.com/parenting-skills/according-

experts/parents-attitudes-and-beliefs-their-impact-childrens-development

Hale, J. (2018). The 3 Basic Types of Descriptive Research Methods. Retrieved from:

https://psychcentral.com/blog/the-3-basic-types-of-descriptive-research-methods

Irfa, S. M., & Hussain, N. (2014). PARENTAL PRESSURE ON STUDENT’S ATTAINMENT

OF HIGH GRADES IN KARACHI BASED UNIVERSITIES. Retrieved from

https://www.researchgate.net/publication/262007497_PARENTAL_PRESSURE_ON_ST

UDENT'S_ATTAINMENT_OF_HIGH_GRADES_IN_KARACHI_BASED_UNIVERSIT

IES

Necsoi, D.V., & Porumbu D. (2013). Relationship between Parental Involvement/Attitude and

Children's School Achievements. doi: 10.1016/j.sbspro.2013.04.191

Pascoe, M. C. (2019). The impact of stress on students in secondary school and higher education.

International Journal of Adolescence and Youth , 25(1), 104–112. doi:

10.1080/02673843.2019.1596823

Sarita, S. (2015). Academic Stress among Students: Role and Responsibilities of Parents.

International Journal of Applied Research, 1(10), 385-388. Retrieved from:

http://www.allresearchjournal.com/archives/2015/vol1issue10/PartF/1-10-3.pdf

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Upali, P. (2017). Impact of Family on Children's Wellbeing. doi: 10.15640/jssw.v5n1a15

Vidyanagar, V. (2017). Academic Stress among Higher Secondary School Students: A Review.

Retrieved from: http://ijaret.com/wp-

content/themes/felicity/issues/vol4issue1/snehalata.pdf

Wang, X. (2013). THE INFLUENCES OF PARENTAL EXPECTATIONS ON CHILDREN’S

ACADEMIC ACHIEVEMENTS: A COMPARATIVE ANALYSIS OF THE UNITED

STATES AND CHINA. Retrieved from

https://pdfs.semanticscholar.org/4a16/aee3ee32615f4a84c6415301fa925dffe08b.pdf

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 APPENDIX A

QUESTIONNAIRE

Academic Pressure: The Role of Negative Parental Attitude Towards Education of Senior High School
Students
(Arcilla, M.I.A., De Villa, W.E.B., Fajardo, N.P., Surbano, J.S).
Name (optional): ___________________________________
Gr. & Sec.:_________________ Sex:____

Answer the following questions as honestly and detailed as possible.

1. How do your parents treat you when you get high and low marks on your subjects?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. Do you ever feel pressure because of these? If yes, how does it affect your studies?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. How do these actions affect you physically, emotionally and mentally?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. How important do you see high grades due to your parents’ expectations?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5. What actions/behaviors do you tend to show when you feel pressure from your parents?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
6. Do you think your relationship with your parents is unwell? If yes, how does this affect your studies?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
7. How do you feel when talking about your studies/education with your family?
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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 APPENDIX B

LITERATURE MAP

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 APPENDIX C

ANNOTATED BIBLIOGRAPHY

Ang, R. P., & Huan, V. S. (2006). Academic expectations stress inventory: Development, factor

analysis, reliability, and validity. Educational and Psychological Measurement, 66(3), 522–

539. Retrieved from https://scholar.google.com/scholar?hl=en&as_sdt=0,5&q=academic

pressure high school&btnG=#d=gs_qabs&u=#p=yFKeu53x1-8J

This article describes the development and initial validation of obtained scores from the

Academic Expectations Stress Inventory (AESI). AESI measures expectations as a source of

academic stress in middle and high school Asian students. The study used exploratory factor

analysis which suggested a nine-item scale with two factors: Expectations of Parents/Teachers

(five items) and Expectations of Self (four items). The results indicated initial estimates of

convergent validity for AESI’s scores. Moreover, the study provides a correlation between

parental expectations and the weight of academic pressure felt by a student.

Chohan, B. I., & Khan, R. (2010). Impact of Parental Support on the Academic Performance and

Self Concept of the Student. Journal of Research and reflections in Education, 4(1), 14-26.

Retrieved from:

https://www.researchgate.net/publication/216035869_Impact_of_Parental_Support_on_the

_Academic_Performance_and_Self_Concept_of_the_Student

The study focuses mainly on the impact of parental support and attitude on the academic

performance and behavior of a student. The findings revealed that there is a significant impact on

the academic achievement, behavior and the development of self-concept of the students who

27
have parental support. It was shown that those students with family support are able to establish

a better academic status and positive self-concept which contributes to the positive change of the

student. Students who reported adequate support from their families were more likely to show

better performance and succeeded in examination and also get better scores on the self-concept

scales. Moreover, the study reveals the significant effect of success or failure in examination on

the self-concept of the students.

Deb, S., Strodl, E., & Sun, J. (2015). Academic Stress, Parental Pressure, Anxiety and Mental

Health among Indian High School Students. International Journal of Psychology and

Behavioral Sciences, 5(1), 26-34. Retrieved from:

https://eprints.qut.edu.au/86092/1/Academic%20stress%20of%20school%20students%202

015.pdf

The study investigates the academic stress and mental health of Indian high school students

specifically, grades 11 and 12. It was stated there that roughly 66% of the students who took

their survey were feeling pressure from their parents to have a better academic performance. The

degree of parental pressure experienced differed significantly across the educational levels of the

parents. In particular, those students whose father possess a lower education level (non-

graduates) were found to be more likely to perceive pressure for better academic performance. It

was also stated that academic stress is positively correlated with parental pressure and

psychiatric problems.

Feld, L., & Shusterman, A. (2015). Into the pressure cooker: Student stress in college preparatory

high schools. Journal of Adolescence, (41), 31–42. Retrieved from

28
 https://scholar.google.com/scholar?hl=en&as_sdt=0,5&q=academic pressure high

school&oq=#d=gs_qabs&u=#p=ppnKKK1XJWYJ

The study generally aims to measure psychological, physiological, and behavioral

indicators of stress. The results indicate a correlation between stress brought by academic

pressure and students' attitudes towards other people. The study also indicates that students feel

heavier pressure as they draw near collegiate level. Thus, senior high school students experience

heavier pressure which turns into stress. Moreover, the study includes an in-depth exploration of

different coping behaviors of students in response to stress among a sample of students in two

academically high-achieving environments.

Ghatol, S. M., (2017). Academic Stress among Higher Secondary School Students: A Review.

International Journal of Advanced Research in Education & Technology (IJARET), 4(1),

38-41. Retrieved from: http://ijaret.com/wp-

content/themes/felicity/issues/vol4issue1/snehalata.pdf

The said article focuses on reviewing the literature on academic stress among secondary

school students and its causes and symptoms and how students cope with this. It was indicated

that some of the reasons for stress during adolescence are because of disturbed family dynamics,

peer pressure, etc. Students coming from joint families are said to have a slightly higher mean of

academic anxiety score compared to their counterparts, although the difference it not significant

statistically speaking. The family environment should be congenial and the learning process

should be made pleasurable and the parents should avoid putting pressure on the students as it is

one of the ways to avoid academic pressure and stress. The author concluded that supportive and

stimulating atmosphere is very necessary for the student to progress in their academic life and for

29
reaching their aim or goal.

Grusec, J. E. (2014). Parents’ Attitudes and Beliefs: Their Impact on Children’s Development.

Retrieved from http://www.child-encyclopedia.com/parenting-skills/according-

experts/parents-attitudes-and-beliefs-their-impact-childrens-development

This study focuses on the impact of parental attitudes and beliefs on the development of

children and states that parents observe their children through a filter of conscious and

unconscious thoughts, beliefs, and attitudes. These filters direct the way they perceive their

children’s actions; that when thoughts are benign and accurate, they direct and lead to positive

actions. However, when they are distorting and distressing, they lead to negative emotions and

attributions that impair effective parenting. Child-rearing cognitions also influence parents to

either be positive or negative towards their children. This study of parent cognitions, beliefs,

thoughts, and feelings expands knowledge on child development.

Irfa, S. M., & Hussain, N. (2014). PARENTAL PRESSURE ON STUDENT’S ATTAINMENT

OF HIGH GRADES IN KARACHI BASED UNIVERSITIES. Retrieved from

https://www.researchgate.net/publication/262007497_PARENTAL_PRESSURE_ON_ST

UDENT'S_ATTAINMENT_OF_HIGH_GRADES_IN_KARACHI_BASED_UNIVERSIT

IES

This study investigated the causes of parental pressure on students to attain high grades and

students’ levels of anxiety and stress. This research was carried out through a mixed method

research design.For quantitative data, 100 male and 100 female undergraduate business

programs’ students from one public and three private sector universities were randomly selected.

30
An instrument, Depression, Anxiety, Stress Scale (DASS42) was used for survey which is

available free at the web site of the psychology department of the University of New South

Wales. For qualitative data, 4 male and 4 female students were randomly selected and

interviewed. The results demonstrated that male students are pressurized more than female

students but female students’ levels of anxiety and stress were found to be higher. Students are

pressured by their parents to attain high grades in academics for different reasons i.e. social

respect, scholarship, parents’ future and parents’ investment in children's education etc. This

study can be of crucial help for educational policy makers, curriculum designers, writers,

teachers, parents, students, educational counselors, psychiatrists and psychologists.

Khan, M., Altaf, S., & Kausar, H. (2013). Effect of Perceived Academic Stress on Students’

Performance. FWU Journal of Social Sciences, 7(2), 146-151. Retrieved from:

https://www.researchgate.net/publication/327280770_Effect_of_Perceived_Academic_Stre

ss_on_Students'_Performance

This article explores the effects of academic stress on students’ performance and the

impact of demographic variables such as age, gender and educational level. The results in the

said article revealed that there is a significant effect on a student’s performance based on their

academic stress. It was also stated in the article that there was a non-significant difference in the

scores on the Perceived Stress Scale (PSS) in terms of gender. In addition, it was found out that

there was a non-significant difference in PSS scores among students when stress was measured

at the beginning and at the end of the semester. One of its main points is the academic stress that

students are shouldering in which it can be seen that younger students (juniors) tend to grasp

higher academic stress compared to those of older students (seniors).

31
Misra, R., Crist, M., & Burant, C. (2003). Relationships among life stress, social support,

academic stressors, and reactions to stressors of international students in the United States.

International Journal of Stress Management, 10(2). Retrieved from

https://scholar.google.com/scholar?hl=en&as_sdt=0,5&q=academic

pressure&oq=academic press#d=gs_qabs&u=#p=9dDoTNbMSMwJ

This study examined the relationships among 4 constructs: life stress, academic stressors,

perceived social support, and reactions to stressors. Results indicated no significant difference in

academic and life stressors by gender. However, it indicated that higher levels of academic

stressors were predicted by higher levels of life stress and by lower levels of social support.

Higher academic stressors predicted greater reactions to stressors. Moreover, the study shows

that students who get less social support are more likely to suffer from academic stress.

Narasappa, K.(2013). Academic Stress, Anxiety and Depression among College Students- A

Brief Review. International Review of Social Sciences and Humanities, 5(1), 135-143.

Retrieved from:

https://www.academia.edu/download/31737829/12_IRSSH.pdf

The paper briefly describes the research regarding stress, anxiety and depression. It focuses

stress among college students, nature of psychiatric morbidity, emotional problems and

adjustment, psychological problems of college students. It was concluded that college students

experience two types of psychological problems that cause negativity: academic and emotional

problems. Decreases in academic performance and students’ well-being can be observed when

32
such problems are present. The paper suggests preventive measures against such problems such

as student counseling centers; it is regarded as a health risk towards the well-being of students.

Necsoi, D. V., & Porumbu, D. (2012). Relationship between Parental Involvement/ Attitude and

Children’s School Achievements. doi: 10.1016/j.sbspro.2013.04.191

This article tackles how family is a fundamental factor which contributes to child

development. For a child, family is the first social and educational environment. Therefore, a

right beginning is the one that makes the most important part of a child's education. Educational

influences of families on children may manifest either directly - through more or less directed

actions, or indirectly - through behavior models offered by family members and through the

existing psychosocial climate in the family. The conscious educational strategies of families

largely determine personality development and educational achievement of children. The

educational practices of parents and their impact on the future intellectual, social and emotional

development of the child is one of the variables that have been extensively studied in the

literature.

Sarita, S. (2015). Academic Stress among Students: Role and Responsibilities of Parents.

International Journal of Applied Research, 1(10), 385-388. Retrieved from:

http://www.allresearchjournal.com/archives/2015/vol1issue10/PartF/1-10-3.pdf

The article focuses on the role of a student’s parents in his/her academic pressure as well as

his/her well-being. It was noted that stress is a part of every one’s life and as for students the

presence of academic stress may wreak havoc in their life. One of its factors is the academic

pressure given to the students by their parents as to which affects their mental well-being and

33
decision making. Most of the time the result of academic pressure ends up stressing the students

and, in some cases, depression. That is why students need to receive appropriate direction,

nurturing, encouragement and guidance from their parents for them to succeed.

Sarmiento, D. H., & Orale, R. L. (2016). Senior High School Curriculum in the Philippines,

USA, and Japan. Journal of Academic Research, 12–23. Retrieved from

https://www.academia.edu/download/54490392/Senior_High_School_Curriculum.pdf

The study is a review of the literature on the basic education (k-12) curriculum specifically

the senior high school (SHS) of the Philippines, Japan, and the US. The results show that the

SHS curriculum is intended to prepare students to enter into college/university or to work in the

industry or be an entrepreneur. The Philippines has a clearer model with at least four tracks

(academics, tech-voc, sports, arts & design) and at least ten strands. This shows the difference

between the curriculum of junior high school education and senior high school education.

Moreover, the article includes different standards needed to be achieved and maintained by

senior high school students throughout the year which is factor on the academic stress that they

experience.

Stoeber, J., & Rambow, A. (2007) Perfectionism in adolescent school students: Relations with

motivation, achievement, and well-being. Personality and Individual Differences, 42 (7).

pp. 1379-1389. ISSN 0191-8869.

The study generally focuses on the effects of perfectionism as a motivation both from

parents and the student. It showed how students in higher education strive for perfection and

their negative reactions to imperfections. Results showed that negative reactions to imperfection

34
were related to fear of failure, somatic complaints, and depressive symptoms; and perceived

parental pressure was related to somatic complaints. Negative reactions to imperfection and

perceived parental pressure to be perfect, however, are associated with negative characteristics

and maladaptive outcomes and thus may undermine adolescent’s motivation and well-being.

Moreover, the study hows how negative parental attitude could affect a student's perception of

education and how it affects his/her motivations.

Supe, A. N.(1998). A study of stress in medical students at Seth G.S. Medical College., 44(1), 1-

6. Retrieved from:

http://www.jpgmonline.com/text.asp?1998/44/1/1/389

The study aimed at examining the stress in medical students at Seth GS Medical College

and various factors that cause and relieve stress. It has intentions of studying the various other

related factors such as ways of coping and social support in medical students. It was discovered

that stress in medical students is common and is process oriented. Academic factors were more

observed because of stress in students at Seth GS Medical College. However, stress is not

stressor or trait specific. Stress is dependent on these students’ personal ways of coping strategies

and social support. It shows correlation of a student’s emotional well-being to how they cope

with school work.

Tabaeian, M. (2016). The Effect of Parental Over-involvement on Educational Attainment.

Retrieved from:

https://www.researchgate.net/publication/308611703_The_Effect_of_Parental_Over-

35
 involvement_on_Educational_Attainment?fbclid=IwAR06vYejslFndRCOvZ48DC5jR-

S52XGTK76KLA4qamcXtUjhEXSTfGHLJ7M

This article shows how parental involvement is a very important variable that positively or

negatively influences children’s education. Lack of involvement or over-involvement may have a

negative impact on a student's performance in and out of the classroom and ultimately affects

their educational development and success. This research was conducted to determine whether or

not teacher-initiated, regular communication with parents makes an impact on parent's over-

involvement. The researcher's goal was to communicate with parents in their native language

about school activities. There was a significant improvement in the rate of parent's consciousness

about the negative effects of over-involvement. It was proven in the study that parental

involvement in children’s studies, would either have positive or negative effects.

Walberg, H.J., Fraser, B.J., & Welch, W.W. (1986). A Test of a Model of Educational

Productivity among Senior High School Students. The Journal of Educational Research,

79(3), 133-139. Retrieved from:

https://doi.org/10.1080/00220671.1986.10885664

This research shows that the data from a national sample of 1,955 17-year-olds

participating in the National Assessment in Science in 1981-82 were used to test a model of

educational productivity involving ability, motivation, quantity and quality of instruction, and the

environments of the home and class. When a set of 11 individual predictors were regressed on

achievement and attitude, the educational productivity model was generally supported. With

predictor variables controlled for one another, student achievement was related to ability,

motivation, science, amount of homework, class environment, home environment, amount of

36
television viewing, sex, and race. Student attitudes were found to be positively related to ability,

motivation, attitude toward the teacher, amount of homework, the class environment, and the

home environment. Positive attitudes can be correlated to numerous variables such as stated,

including the home environment state. How a student is being treated at home affects their

attitude and behavior in a learning environment.

Wang, J., Wildman, L., & Calhoun, G. (1996). The Relationship Between Parental Influence and

Student Achievement in Seventh Grade Mathematics. School Science and Mathematics.

Retrieved from:

https://doi.org/10.1111/j.1949-8594.1996.tb15862.x

In order to strengthen the claims of parental influence as an important factor that affects

student achievement, the research ameliorated deficiencies in earlier studies such as, various

variables and lack of literature support. The paper indicates that parent education and

encouragement are strongly connected to student achievement. Parent education and

encouragement account for 22% variability of student achievement. The researchers state that

parents must make efforts to understand a student’s feeling, and expect students to take the full

responsibility for their successes in the school. These two variables that come from parental

influence have a strong effect on how a student performs in school.

Wang, X. (2013). THE INFLUENCES OF PARENTAL EXPECTATIONS ON CHILDREN’S

ACADEMIC ACHIEVEMENTS: A COMPARATIVE ANALYSIS OF THE UNITED

STATES AND CHINA. Retrieved from

https://pdfs.semanticscholar.org/4a16/aee3ee32615f4a84c6415301fa925dffe08b.pdf

37
 This article tackles that parental expectation is an important factor that has a direct

relationship with students’ school performances. The important determinant for children’s

educational achievements is parental influence, because it provides economic resources to

achieve higher goals, serves as a role model, encourages specific targets, and recognizes and

praises appropriate behaviors. The study shows that parental expectations are generally

associated with students’ academic performances and play a critical role in children’s academic

success. The degree of parental expectations is perceived by students of different cultural/ethnic

groups and has a direct impact on children’s academic performances from historical periods. The

theoretical literature helps to explore the parental expectations in the production of student

achievements.

Wilder, S. (2013). Effects of parental involvement on academic achievement: a meta-synthesis.

doi: 10.1080/00131911.2013.780009

This research explores the impact of parental involvement on student academic

achievement that has been recognized by teachers, administrators, and policy-makers who

consider parental involvement to be one of the integral parts of new educational reforms and

initiatives. This study synthesized the results of nine meta-analyses that examined this impact

and it identified generalizable findings across these studies. The results indicated that the

relationship between parental involvement and academic achievement was positive, regardless of

the definition of parental involvement or measure of achievement. Furthermore, the findings

revealed that this relationship was strongest if parental involvement was defined as parental

expectations for academic achievement of their children. However, the impact of parental

involvement on student academic achievement was weakest if parental involvement was defined

38
as homework assistance. Finally, the relationship between parental involvement and academic

achievement was found to be consistent across different grade levels and ethnic groups.

However, the strength of that relationship varied based on the type of assessment used to

measure student achievement.

39
 CURRICULUM VITAE

Name: Madelene Irene A. Arcilla

Address: #3 G. Del Pilar St., Brgy. Mag-Ampon, Tanay, Rizal

Birthdate: September 18, 2002

Age: 17 years old

Gender: Female

Name of Father: J Dennis F. Arcilla Occupation: Government Employee

Name of Mother: Arlene Aida A. Arcilla Occupation: Dentist/Real Estate Broker

EDUCATIONAL BACKGROUND:

Pre-School: Blessed Hope Christian School (2007 – 2009)

Elementary School: Blessed Hope Christian School (2009 – 2015)
Junior High School: Rizal National Science High School (2015 – 2019)
Senior High School: Rizal National Science High School (2019 – )

ACADEMIC ACHIEVEMENTS:

Grade 6 Top 5 student of the batch

Grade 10 With High Honors

40
 CURRICULUM VITAE

Name: Wendelin Edrei B. De Villa

Address: M.H. Del Pilar St., Brgy. Plaza Aldea, Tanay Rizal

Birthdate: October 26, 2002

Age: 17 years old

Gender: Male

Name of Father: Wenceslao R. De Villa Jr. Occupation: Engineer

Name of Mother: Dehleen B. De Villa Occupation: n/a

EDUCATIONAL BACKGROUND:

Pre-School: Blessed Hope Christian School (2007 – 2009)

Elementary School: Blessed Hope Christian School (2009 – 2015)
Junior High School: Rizal National Science High School (2015 – 2019)
Senior High School: Rizal National Science High School (2019 – )

ACADEMIC ACHIEVEMENTS:

Grade 6 Top 4 student of the batch

Grade 10 With High Honors

41
 CURRICULUM VITAE

Name: Nestor P. Fajardo Jr.

Address: Blk. 34, Lt. 15, Begonia St., Antipolo Hills Subd.,

Brgy. San Luis, Antipolo City, Rizal.

Birthdate: November 13, 2002

Age: 17 years old

Gender: Male

Name of Father: Nestor C. Fajardo Sr. Occupation: Operations Manager

Name of Mother: Marilyn P. Fajardo Occupation: n/a

EDUCATIONAL BACKGROUND:

Pre-School: St. Therese Development Center (2007 – 2009)

Elementary School: St. Therese Development Center (2009 – 2015)
Junior High School: Rizal National Science High School (2015 – 2019)
Senior High School: Rizal National Science High School (2019 – )

ACADEMIC ACHIEVEMENTS:

Grade 6 Valedictorian
Grade 10 With High Honors

42
 CURRICULUM VITAE

Name: Jonathan S. Surbano

Address: Block 6 Lot 3 Grand Monaco Casa Royale, Libis,

Binangonan, Rizal

Birthdate: October 8, 2002

Age: 17 years old

Gender: Male

Name of Father: Mengilito N. Surbano Occupation: Missionary

Name of Mother: Vivian S. Surbano Occupation: Senior High School Registar

(MADMNHS)

EDUCATIONAL BACKGROUND:

Pre-School: Camotes Hillside Academy (2007 – 2009)

Elementary School: Camotes Hillside Academy (2009 – 2015)
Junior High School: Camotes National High School (2015-2016)
Vicente Madrigal Integrated National High School
(2016 – 2019)
Senior High School: Rizal National Science High School (2019 – )

ACADEMIC ACHIEVEMENTS:

Grade 6 Top 4 student

Grade 10 With Honors

43