Relationship between Parental Expectation and Academic Pressure on

Academic Performance of Grade 11 Students in Carlos F. Gonzales

High School

A Research Paper

Presented to the Faculty of Carlos F. Gonzales High School

Maguinao, San Rafael, Bulacan

In Partial Fulfillment of

Alcantara, Ralph Jay-z

Deguzman, Lei Andrei

Cruz, Jesstephen

Culaton, Matheu

Delacruz, Sean Dominic

Emani, John Lee

Flores, Jerome

Pendis. Cyrus

Pineda, Julius

Roberto, Renz

January 2024
 Chapter 1
Introduction

Everyone wants to be successful in their life, hence stress is unavoidable as optimum

level of stress is essential to function effectively towards any goal (Yerkes & Dodson, 1908).

On the other hand, when stress exceeds optimum level, it becomes distress and it should be

taken care of. Every individual might encounter stress once in their lifetime. Cause of the

stress called stressor might come from all walks of the path. Many criteria are used to

categorize different types of stress such as marital stress, familial stress, work-related stress

and academic stress (Acosta-Gómez et al., 2018).

In this study, academic stress of the school students has been focused. Academic stress

is a mental distress with respect to some anticipated frustration associated with academic

failure or even an awareness of possibility of such failure (Gupta, & Khan, 1987). Stress has

become part of students’ academic life due to the various internal and external expectations

placed upon their shoulders (Reddy, Menon, & Thattil, 2018). External expectations such as

parental attitude and high parental expectations causes stress among school students

(Putwain, 2007; Rao, 1954). Parents have high attitude and expectations towards their

children’s education such as that their children should perform well in all subjects and should

be a topper in the class. Studying 10th to 12th standard students are mostly expected to excel

in their academics by their parents, because it is an entry for higher studies. Review of

relevant literature suggested that parents have a significant role in their child’s act in many

disciplines of life. Molnar (1979) found that parents’ education and home environment play a

significant role in a child's academic achievement.

 Though parental involvement leads to better academic achievement (Holmes, 2013),

high expectations of the parents lead to stress of students (Kumar & Jadaun, 2018; Ma, Siu &

Tse, 2018). Parents usually set unrealistically high goals, it sometimes leads to drastic

outbursts by students in the form of stress, depression and even suicides (Hazari, 2013).

Hence, in the present study a modest attempt is made to find out the relationship between

parental expectations and academic stress of the school students.

Statement Of the Problem

The study aims to determine the influence of parental expectation academic pressure

in relation to the academic performance of Grade 11 Students of Carlos F. Gonzales High

School S.Y 2023-2024.

Specifically, it seeks answers to the following questions:

1. How may the parental expectation affect the academic performance of the students?

2. What factors that may affect the students in terms of academic pressure?

3. What is the level of academic performance of the students?

4. Is there a significant relationship bet. Parental expectation and academic pressure on

the student’s academic performance?

Hypothesis

There's no relationship between Parental Expectations on Academic Pressure and

Coping Strategies of the grade 12 students of Carlos f. Gonzales High School.

Definition of Terms

Pressure- the use of persuasion, influence, or intimidation to make someone do something.

Parental- relating to a person's parent or parents.

Strategies- a plan of action or policy designed to achieve a major or overall aim.

Expectation- a belief that someone will or should achieve something.

Scope and Delimitation

Scope

The primary goal of this study is to investigate the relationship between students'

coping mechanisms and their parents' expectations for their academic achievement. The

study will take into account a range of demographic variables, including age, gender, and

socioeconomic status, in order to offer a thorough grasp of the connection.

Delimitation

This study will focus exclusively on the relationship between academic pressure and

parental expectations, leaving out other possible outside influences.

Significance of the Study

This study aims to examine the Relationship between Parental Expectations on

Academic Pressure. The outcome of this study will affect the following:

Students, this study will help to motivate some students, but excessive pressure can

lead to stress and anxiety.

 Parents, this study will help the parents to support their child and aware them that to

much expectations will lead to academic pressure and anxiety

Teachers. Teachers will benefit from this study's understanding of the challenges and

stressors that students experience as a result of their parents' high expectations.

Future Researchers, this study will help the future researchers to know more about

the topic and make this as a guide on making a research paper.

Conceptual Framework

Independent Variable Dependent Variables

Parental
Academic
Expectation and
Performance
Academic

Performance

Figure 1.1: A guide to the study of Relationship between Parental Expectations on Academic
Pressure and Academic Performance in Students.

The parental expectation and academic pressure are the independent variable

because this may affect the student when it comes to academic performance, while the

dependent variable is academic performance, because of the relationship of these 2 variables

it may affect the academic performance of the student. As the illustration above shows there

is an arrow in independent variable pointing towards dependent variable. It represents the

connection between two variables. In simple words, the independent and dependent variable

has a cause-and-effect relationship.

Theoretical Framework

Parental expectation, Parents' academic expectation drive children's behavior and

promote their success in school and life (Wang, 2015). According to the expectation effect

theory, human expectations, as a changeable psychological state, not only promotes but also

influences others' behaviors (Rosenthal and Jacobson, 1968). The ecological systems theory

emphasizes that personal growth is nested in series of environmental systems influencing

each other, and under that theory, parents play a significant role in the growth of their

children (GuyEvans, 2020). Many subsequent studies support that parents' educational

expectations influence their children's academic performance (Cheng and Starks, 2002;

Yamamoto and Holloway, 2010).

Academic pressure and academic performance, Academic pressure refers to the tension,

discomfort, and other emotions caused by the pressure from school, family, and society in the

learning process (Luo et al., 2020). Studies have shown that teachers and parents have higher

learning expectations of teenagers with good academic performance, resulting in greater

academic pressure. When academic performance does not match expectations, this can create

negative emotions, which will lead to deviant behaviors (Ma et al., 2018; Çelik, 2019).

Lazarus and Folkman (1984) thought of stress as an interactive process between the person

and their surroundings, in which the influence of stressful events on physical and

psychological wellbeing is determined by coping. From this widely accepted transactional

approach, coping would come to be defined by cognitive and behavioral efforts employed in

response to external or internal demands that the individual deems to be threats to their well-

being.
Review of Related Literature

According to Ranjana Hari. (2022) The current study explored the effect of perceived

parental expectations and perceived parental pressure on the self-esteem and academic

achievement of students, as well as the mediating influence of self-esteem. The results

suggest that both high perceived parental expectations and high perceived parental pressure

lead to low self-esteem but were not related to academic achievement. Additionally, self-

esteem did not significantly mediate the relation between either perceived parental

expectations or perceived parental pressure and academic achievement. Perceived parental

expectations and pressure led to lower self-esteem primarily in females, white students, and

those who were either freshmen or sophomores in college or in their master's program. These

results suggest that the relationship between parental expectations or pressure and self-

esteem and academic achievement is nuanced and is also influenced by culture. It may also

be dynamic and influenced by circumstances such as the pandemic.

Base on the study of Talha et al. (2020) The current study was conducted to investigate the

cultural impact of perceived parental expectation on students’ academic stress. Results

revealed that a positive relationship between parental expectation and academic stress,

standard regression model show significant impact of parental expectations on academic

stress and difference of perceived parental expectations and academic stress with respect to

the gender of the students’ differences was reported in result favoring male students for

higher expectations and stress. Students those parents were unemployed reported to perceive

higher level of parental expectations and academic stress. Significant differences due to

geographical location of zones (upper Punjab, central Punjab and southern Punjab) relative to
parental expectations and academic stress was also reported. Significant results were reported

according to different groups of parental education. In the domain of SES, there are

differences in parental expectations and academic stress among students at secondary level.

According to Melanie J. et al. (2023) Adolescents face many academic pressures that require

good coping skills, but coping skills can also depend on social resources, such as parental

support and fewer negative interactions. academic stress from workload, external pressure

(teachers/parents) to achieve, and intrapsychic pressure for high achievement; and ways of

academic coping that were grouped into two positive and two negative types. Hypothesized

associations were tested concurrently and from one year to the next using path modeling.

Beyond the numerous significant influences of academic stress and achievement on coping,

and control for age and COVID-19 timing, adolescents with more parental support reported

more use of engagement coping (e.g., strategizing) and comfort-seeking, whereas those who

reported more negative interactions with parents reported more use of disengagement coping

(e.g., concealment) and escape. In the longitudinal model, parental support predicted an

increase in engagement and comfort-seeking and a decrease in disengagement coping,

whereas negative interaction with parents predicted an increase in disengagement coping.

Overall, the findings support the view that coping with academic stressors will continue to

depend on parent-adolescent relationships even into the teen years.

According to (Crane et al., 2019). Students who are learning under strong parental academic

expectations are used to comparing their academic performance with parents' expectations

and reflecting on their learning behavior, which could help further improve their SRL ability.

Considering the above arguments, we proposed the following hypothesis.

According to Lu et.al (2021) Although the strong positive correlation between parental

educational expectations (PEE) and child academic achievement is widely documented, little

is known about PEE’s effects on child psychological outcomes and the mechanisms through

which it may work. The study shows that this relationship is negatively moderated by

adolescent-perceived academic pressure, indicating that academic pressure is likely to

attenuate the beneficial impact of PEE on adolescent SWB. In addition, the facts that the

benefits of PEE are greater for female adolescents and those from migrant, one-child, and

nonpoor families suggested that it may operate on adolescent SWB through increased family

resources, improved family relationships, and higher adolescent aspirations linked to higher

PEE.
 Chapter II

RESEARCH METHODOLOGY

Research Design

The methodological approach used in this study is quantitative, which a usage of

structured questions, with a focus on descriptive and informative explanations on the matter.

Quantitative methodology refers to the systematic empirical investigation of quantitative

properties. It produces a connection between empirical observation and mathematical

expression of quantitative correlations (Edwards,2012). The examination of numerical data

allows an in-depth analysis of the Relationship between Parental Expectations on Academic

Pressure and Coping Strategies in students.

The research was conducted based on descriptive survey design. A survey design is

chosen to ensure collection of information which accurately describes the nature of existing

conditions at a specific point in time (Kang' ahi et al., 2012). In other words, survey is a data

gathering method that is utilized to collect, analyze and interpret the views of a group of

people from a target population.

Respondents of the study

The respondents of this study are the senior high students of the Carlos F. Gonzales

High School, From the total population of 100 students of Grade 11 ICT Senior High
Students.

In order to get their desired sample size, the researchers used Slovin’s formula (n=N/1+Ne²).

The collected data will come from 74 randomly selected ICT students of Senior High

School in Carlos F. Gonzales High School. The probability sampling technique was used by
the researchers, specifically simple random sampling through the use of the wheel of name

method.

Section Population Sample

ICT 11 – A 45 40

ICT 12 - B 44 40

TOTAL 89 80
Table 1: Population and Sample Size of ICT Students

Research Instrument

The researchers use a 5 points Likert scale to measure the three quantitative variables.

Specifically, Parental expectation survey questionnaire, Academic pressure survey

questionnaire and Coping Strategies survey questionnaire. The scale that the researchers used

on the three of their variables were adapted and modified. The researchers used a 5 points

Likert scale on their first variable with choices ranging from 1-5. (5) strongly agree (4) agree,

(3) neutral, (2) disagree and (1) strongly disagree, Parental expectation consists of 10 items.

The scores obtained from the scale, which has sufficient reliability and validity, allow an

evaluation of the parental expectation experienced by the respondents, while the second

variable, the researchers used a 5 points Likert scale with choices ranging from 1-5. (5)

strongly agree (4) agree, (3) neutral, (2) disagree and (1) strongly disagree, Academic

pressure consists of 10 items, the third variables used a 5 points Likert scale with choices

ranging from 1-5. (5) always (4) often (3) sometimes (2) rarely (1) never, academic

performance consists of 10 items. A total of 30 items and 3 guide questions.

For affirmation and verification of the instrument's efficacy the both of the

instruments were validated and modified by experts as the request of the researchers.
Research Procedure

After the researcher’s questionnaire was validated. The researchers prepared sufficient

copies to accommodate all the respondents. At the same time, the letter of the request to the

school principal and class advisers of Carlos F. Gonzales High School was prepared. The

letter of request and the copies of the questionnaire were distributed personally by the

researchers to the Grade 11 ICT students of Carlos F. Gonzales High School. The researchers

explained the details to help the respondents accomplish the questionnaires. The researchers

will assess and measure the respondents’ parental expectation, academic pressure and

academic performance. The questionnaire was retrieved on the same day of the

administration.

The results of the retrieved questionnaire will be tabulated. Then, the data were analyzed and

interpreted through the use of the most appropriate statistical procedure.

Data Analysis and Statistical Treatment

Data Analysis

The table’s containing interpretations below will be utilized by the researchers.

Scale Interpretation

4.21-5.00 Strongly Agree

3.41-4.20 Agree

2.61-3.40 Neutral

1.81-2.60 Disagree
 1.80-1.00 Strongly Disagree
Table 2: Interpretation of 5-points Likert Scale

Scale Interpretation

4.21-5.00 Always

3.41-4.20 Often

2.61-3.40 Sometimes

1.81-2.60 Rarely

1.80-1.00 Never
Table 3: The 5-points Likert Scale for Academic Performance

ABSOLUTE VALUE OF COEFFICIENT INTERPRETATION

+1 Perfect Correlation

±0.90-0.99 Very High Correlation

±0.70-0.89 High Correlation

±0.50-0.69 Moderate Correlation

±0.30-0.49 Low Correlation

±0.10-0.29 Negligible Correlation

0 No Correlation
Table 4: Pearson R Correlation Coefficient Chart

Statistical Treatment

The researchers gathered and tabulated the data for its reliability and accuracy. The

following statistical tests were utilized to determine and analyze the data gathered for this

study.
1. 5 – points Likert Scale - it will be utilized by the researchers to calculate the score of

the sample in terms of level of the parental expectation, academic pressure and

academic performance.

2. Pearson R Correlation Coefficient Chart - it will be used by the researchers to see

if there is a significant relationship between the level of academic pressure and

performance of the sample.

3. Z- Score or Standard Score for two Population Mean. This shows a value’s

relationship to the mean a group of values. This study made use of the z-score because

the sample (n) is greater than 30 (Anonymous, 2009).

Ethical Consideration

Informed Consent forms were given to respondents, Result Communication were like

observed.

Informed Consent. The researchers ask the section of the respondents if they agreed

to answer the survey questionnaires as a respondent and gave the consent before they take

the survey questionnaires.

Result Communication. The researchers communicate with the survey results

especially will be verified by the expert on the field. This was the best way to make the

result transparent as possible and to make the research paper more safe and free

plagiarism or research misconduct, to more accurately represent the results.