i

THE PRICE OF SUCCESS: WITH HONOR STUDENTS' EXPERIENCES AND

COPING MECHANISMS WITH PARENTAL PRESSURE AND EXPECTATIONS
________________________________________________________________

A Research Presented to

Polomolok National High School

Senior High School Department

Barangay Cannery Site, Polomolok, South Cotabato

________________________________________________________________

In Partial Fulfilment of the Requirement in

Practical Research 1

Researchers:

Dart Daynian N. Basa

John Rex M. Bisquera

Nica Doryllaine Candari

Althea C. Daguplo

Shamilla A. Discaya

Princess Jane L. Estrebilla

March 2024
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(ENDORSEMENT LETTER)
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ABSTRACT

Keywords:
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DEDICATION
 v

ACKNOWLEDGMENT
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TABLE OF CONTENTS

Page

TITLE PAGE…………………………………………………...…….....

ENDORESEMENT LETTER…………………………………………

ABSTRACT………………………………………………………….

DEDICATION………………………………………………………..

ACKNOWLEDGMENT……………………………………………

TABLE OF CONTENTS……………………………………………

LIST OF TABLES…………………………………………………..

LIST OF FIGURES………………………………………………….

CHAPTER

1 THE PROBLEM AND ITS SETTING

Background of the Study……………………………

Statement of the Problem…………………………..

Scope and Delimitation……………………………..

Significance of the Study……………………………

Definition of Terms……………………………………

Organization of the Study……………………………

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature…………………………………….

Related Studies………………………………………

Theoretical Framework………………………………

3 METHODOLOGY
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Research Design…………………………………….

Research Sampling………………………………….

Research Participants………………………………

Research Locale…………………………………….

Data Gathering Procedure………………………….

Data Analysis…………………………………………

4 RESULTS AND DISCUSSIONS……………………

5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary……………………………………………..

Conclusions…………………………………………..

Recommendations…………………………………..

REFERENCES…………………………………………………….…

APPENDICES

A. Letter of Request to Conduct the Study………..…

B. In-Depth Interview Guide…………………………

C. Validation Sheets………………………………….

D. Documentation……………………………………..

PERSONAL DATA………………………………………………...
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LIST OF TABLES

Table Page
1 Distribution of Respondents…………………………………….
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LIST OF FIGURES

Figure Page

1 Conceptual Framework of the Study..………………………

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Chapter 1
THE PROBLEM AND ITS SETTING

Background of the Study

Parents always aim for the best for their children, giving useful advice that

is necessary for overcoming obstacles in life. Parents serve as mentors,

supporting their children through both hardships and triumphs (Lahey and Lahey,

2015). They instill in their kids the importance of excelling academically, and

envisioning a prosperous future. Parents are motivated to shield their children

from disillusionment and the repercussions of underperformance in school,

striving for their children to excel and stand out among their peers.

The role of parental expectations in influencing children's academic

development has received significant study from sociologists and psychologists

over the last half-century. In general, parental expectations have been shown to

play a significant effect in children's academic success. Students whose parents

hold high expectations receive higher grades, achieve higher scores on

standardized examinations, and progress longer in school than those whose

parents hold relatively low expectations.

A lot of parents believe that teaching their kids a feeling of high standards

is a good approach to developing in them a sense of self-worth, confidence, and

dignity. However, these expectations are typically unrealistic and unreachable.

Excessive expectations for success can be detrimental and even dangerous in

some situations. Parents frequently overstuff their children and pressure them to

uphold their morals.

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Parental pressure has always existed, though it was not always obvious. It

happens when parents place too much pressure on their children in the hopes

that they will excel. Every parent wants the best for their child. Parents helped

shape who they are now, and they have their vision for their child’s future. They

want their children to be safe. One of the reasons they send their children to the

best schools is to ensure their future success. They also want their children to be

successful, thus some parents choose jobs for them. Parents play a significant

effect in shaping who they raise, which can affect.

Coping mechanism Academic stressors can have a series of negative

effect without enough coping, significantly interfering with motivation,

engagement, and optimal learning, changing future opportunities (Skinner &

Saxton, 2019), and contributing to personal distress and psychological disorders

(Schönfeld et al., 2019). Academic coping refers to the various ways in which

students adapt to academic challenges, setbacks, and difficulties (Skinner et al.,

2013). Scholars interested in academic coping have relied on the multiple

categorizations of coping created over decades of stress and coping research

(e.g., Skinner & Saxton, 2019).

Numerous studies have identified elements that influence pupils' academic

progress (Yavuzalp & Bahcivan, 2021; Mushtaq & Khan, 2012). Parental

participation in their children's experience of pressure is a popular predictor

(Eriksen, 2021). Parents pressure their children to achieve because they care

about their children's well-being and are aware of the competition for admission

to reputable universities (Sangma et al., 2018). According to Roy and Giraldo-

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García (2018), parental participation is crucial for boosting motivation and

keeping students on track academically. Furthermore, motivating support is

crucial for students to improve self-efficacy and life happiness (Stavrulaki et al.,

21).

The purpose of the study was to explore the lived experiences of senior

high school students with honors. It also examined the factors that contribute to

the academic pressures of the honors students, the observed effects of it and the

coping strategies they adopted.

Statement of the Problem

The main purpose of this study is to explore the experiences of Grade-11

Academic Track With Honors students in Polomolok National High School

(PNHS) for the school year 2023-2024 regarding parental pressure and

expectations.

Specifically, it delves to answer the following questions:

1. What particular pressures and difficulties do with honor students have?

2. What are the perceptions of with honor students regarding their parents’

expectations upon them?

3. What coping mechanisms do with honor students use to deal with pressure

and expectations placed on them?

Scope and Delimitation

This research explores with honor students’ experiences with parental

pressure and expectations. The participants of this study will be ten Grade-11
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students. These ten students will be coming from Academic Track, which com-

prises Humanities and Social Sciences (HUMSS), Science, Technology, Engi-

neering, and Mathematics (STEM), and Accountancy, Business and Manage-

ment (ABM) at Polomolok National High School (PNHS) for school year 2023-

2024. This study does not include the Junior High School students (Grade 7-10)

and Grade 12 students. All student responses will be included in the learning

evaluation. The data collection process will include interview techniques to cap-

ture the diverse perspectives and experiences of the students.

Significance of the Study

Important findings from this research may be very important and helpful to

the following:

Educators. Educators would be guided by the provided data when deciding how

to handle students who are under academic strain. This research will help

educators to have a better understanding of the situations of the students who

have experienced parental pressure and expectations.

Parents. This research will provide them with the necessary information to offer

moral and emotional support to their respective children who are under academic

strain. It will specify them more expertise in guiding their kids to succeed.

Students. The findings of this study will offer students some understanding of

parental pressure and strategies for overcoming it. It will give the students'

realization about it.

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Future Researchers. This might be used as a starting point for researchers

looking to enhance their own work, and those who want to highlight the study's

topic might use this as a guide.

Researchers. Through this, researchers will gain a greater understanding of the

psychological and emotional effects of parental expectations on high-achieving

students, which may influence approaches and support systems to reduce

adverse effects and enhance well-being.

Definition of Terms

Parent. The definition includes not only biological parents, but step-parents,

grandparents, foster parents, guardians, and any other concerned person who

may carry the primary responsibility for the child's development, education, and

general well-being.

Parental Expectations. This is normally understood to represent the opinions

and ideas of parents concerning their kids' potential accomplishments as evi-

denced by their course scores, how far their kids will go in school, what their

highest educational aspirations are, and so on.

Parental Pressure. This defines as the drive that parents put on their children to

achieve a goal.

Student Success. The definition goes beyond "the gaining of wealth, fame, etc."

to "a favorable result" which will include friendship, respect, happiness, and a

general feeling of self-satisfaction.

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Organization of the Study

To make the presentation of this study easier to understand, the re-

searcher will categorize the thoughts and concepts based on what was required

in each chapter. To maintain the process steady, the researchers consider all as-

pects. There are five chapters meant to help readers rapidly understand the

study's objectives.

Chapter 1 of the study, which is entitled, “The Price of Success: High

Honor Students' Experiences with Parental Pressure and Expectations,” consists

of the Background of the Study, Statement of the Problem, Scope and Delimita-

tion, Significance of the Study, Definition of Terms, and Organization of the

Study. The background of the study presents an introduction of the study explain-

ing the setting in which the study questions are raised. The problem statement

then outlines the particular concerns that are being investigated, which results in

a concise statement of the goals and purpose of the study. The scope and Delim-

itation is also outlined in this chapter to help define the limits that the research will

work inside. Furthermore, the Significance of the Study is emphasised to high-

light its prospective contributions to the area. Additionally, it also contains a Defi-

nition of Terms section to help explain important terms and concepts used in the

research. The foundation for the entire research is laid out in this chapter, which

also gives readers a clear idea of the overall purpose and context of the re-

search.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals with the reading materials relevant to the study and is-

sues related to the study. These topics are intended to give additional and signifi-

cant information about the dynamics of parental expectations and pressure to-

wards honor students, offering insights into the various factors influencing stu-

dents' academic performance.

Related Literature

Pressures and difficulties of With Honor Students

Parental Expectations

Expectation is referred to as a strong belief or assurance that something

will happen in the future. (Texico, n.d.). It is a frequent notion among parents that

their children will have great academic chances. Parental expectations, also

known as parental educational expectations, are generally understood to be a

parent's strong opinion or assessment of their child's academic ability (e.g.,

grades in school). It has been demonstrated that an adolescent's academic apti-

tude affects these expectations, which may then affect the adolescent's aca-

demic aspirations. The parents' increased awareness of and sensitivity to their

children's needs and desires may be the cause of this shift. As teenagers be-

come older, parents may get more involved directly by setting up an atmosphere

that helps them succeed academically. Setting high standards for their children in
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a way that isn't viewed as controlling or invasive can help parents accomplish this

(Boonk et al, 2018).

The degree of education of parents may have an impact on expectations;

parents with higher levels of education often have higher expectations for their

children's future education than do parents with lower levels of education (Mor-

timer & Lee, 2021; Qian et al., 2020). Moreover, parental expectations regarding

their children's education might also be influenced by their family history. Studies

reveal a favorable correlation between the expectations parents have for their

children's education throughout their adolescence and high school years and the

expectations these youngsters have for their education when they become par-

ents (Mortimer & Lee, 2021). Compared to parents with less education, middle-

class parents have higher expectations for their children's education since they

have had excellent educational experiences (Sheng, 2014). Aiming to provide

their kids with the tools they need to succeed academically, educated parents

may share their seven cultural capitals with their kids. On the other hand, while

having high standards for their kids, working-class parents lack significant cul-

tural, social, and financial resources. This prevents them from making the right

choices and allocating the necessary funds to properly pave their children's fu-

ture. Nonetheless, there is little difference between the aspirations of wealthy and

less wealthy families in child-centered societies that place a high value on educa-

tion. This is most likely due to the belief that education is the sole path to a

brighter future (Long & Pang, 2016).

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Parental expectations are largely influenced by a child's present academic

achievement, which is the most direct predictor of that child's chances of continu-

ing on to higher education. Koshy et al. (2019) conducted a recent study on

parental expectations in Australia. The study, along with studies conducted in

various other contexts (Goldenberg et al., 2001; Pinquart & Ebeling, 2020;

Smyth, 2020; Zhang et al., 2011), found that parents' expectations are primarily

shaped by their own evaluation of their child's academic performance.

Parental expectations are shaped by ambitions that are regulated by out-

side forces, participation obstacles, and other variables that affect both parents

and kids, such as risk perceptions (Raciti, 2019) or student personality qualities

(Verbree et al., 2021). When a parent tries to stress out their child emotionally

without being overt about it, this is known as indirect parental pressure. It might

entail reminding the youngster of strict expectations or subjecting them to guilt

trips. A teenager may be forced into doing something or complying with a request

by using guilt-tripping, which involves putting the blame or shame on them (Gor-

don, 2021). Certain emotional strains might result from parents that utilise guilt as

a guiding principle for their kids (Hou, 2019). The guilt trip technique, however,

offered the young person hope that they may be the first to graduate because

their parents did not have the same opportunity (Carillo, 2016).

Parental Pressure

Parental pressure can serve as the motivation behind children's academic

success (Srivastava 2017). Children are encouraged to work hard in their studies

by the pressure placed on them to perform academically. It results in kids who ei-
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ther choose not to compete in the race for academic achievement or are overly

focused on school (Sivrikaya, 2019). Given that parents are significant individuals

in their children's lives and the people they look up to for role models in the areas

of self-assurance, determination, and brilliance, parental support can act as a

foundation for success Sinha (2016). Even strict parenting may benefit a child's

life by encouraging more contentment, self-control, and achievement. (Karen,

2022).

Although it has little effect on students academic success, parental pres-

sure to do well can raise young children's risk of stress and negatively affect their

wellbeing (Lee, 2020). Unintentionally applying pressure in inappropriate ways,

places, and times can happen to well-meaning parents who just want the best for

their children. Children may experience severe repercussions from it, including

decreased motivation and an increase in worry and sadness (Newman, 2021).

Sadly, though, a lot of parents—rather than their peers—are either ignorant of or

refuse to acknowledge that they are the main external pressure source for their

kids (Caron Treatment Centre, 2019).

When a parent intentionally and plainly wants to cause their child emo-

tional distress, this is known as direct parental pressure. It frequently entails us-

ing force, shouting, or whining. For instance, some parents may yell at their chil-

dren or physically punish them if they bring home a poor report card (Advocate

Aurora Health Idaho Youth Ranch, 2023). While some parents physically disci-

pline their kids, others use verbal expression to convey their kids' desire for bet-

ter grades (Santiago, 2019).

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There are five primary causes of parental pressure, according to Hussain

and Irfan's (2014) research. The majority of students receive financial assistance

from their parents to complete their studies. Thus, giving them the impression

that they should receive a reward for the financial commitment they made to their

kids' education. Parents believe that their kids represent their largest financial

commitment. Second, parents are highly esteemed and valued for their contribu-

tions to their children's success. Parents demand higher performance from their

children for them to get greater social respect and a better standing in society.

People with a lot of education are preferred. Thirdly, the accomplishments of fam-

ily members such as siblings, relatives, or even acquaintances of the family put a

lot of pressure on students from their parents. It's a tough goal for kids when par-

ents put pressure on them to perform better than the family's top achievers.

Fourthly, for financial aid and scholarships. Parents who are unable to cover their

children's educational costs put pressure on them to apply for scholarships. The

future of their parents comes last. Some parents believe that if they give their

child a superior education and get excellent marks, their child will take additional

care of them when they are feeble and elderly. They put pressure on their child to

get a higher status as soon as possible because they believe that it will only hap-

pen if the child is successful and financially comfortable in life.

Parental engagement in the feeling of strain on their children is one of the

most common indicators (Eriksen, 2021). Because they care about their well-be-

ing and are aware of the competition for admission to reputable schools, parents

put pressure on their kids to do well (Sangma et al., 2018). Thus, parental partici-

pation to increase motivation is crucial to ensuring the academic path is on track

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(Roy & Giraldo-Garcia, 2018). Furthermore, students want motivational support in

order to improve their sense of self-efficacy and life happiness (Stavrulaki et al.,

2021).

When a child experiences parental pressure, it means that one or both

parents put a lot of pressure on them to perform well in all of their activities.

When parents put academic burden on their children, it's often a sign of parental

pressure (Moneva & Moncada, 2020). Even after leaving their parents' house to

live alone, young people may feel under pressure to live up to their parents' high

academic standards (Brandmo, Brâten, & Schewe, 2019). Parental pressure has

been favourably correlated with effective study habits and has also been linked to

concentration problems and decreased confidence (Ritchwood et al., 2015).

Parental pressure is the emotional strain that parents frequently place on

their kids, and it's frequently connected to academic pressure achievement, soci-

etal and cultural norms, and other elements. It is usually linked to things like aca-

demic success, social and cultural norms, and additional factors (Bay Atlantic

University, 2022). It is the motivation parents instill in their kids to accomplish a

task (Moncada and Moneva, 2020). The primary parental pressure is fueled by

their worries about the well-being and employment of their children. Parents put

pressure on their kids to do well in school for a variety of reasons, such as social

respect, academic achievement, parents' future, and parents' commitment to

their kids' education (Sheikh and Husain, 2014).

With Honor Students’ Coping Mechanism

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A person uses coping mechanisms, also known as psychological strate-

gies or adaptations, to deal with difficult situations. People can handle painful or

difficult feelings when they are faced with pressure by using emotional coping

skills. These systems are crucial for everyone, not just students. It makes us

more resilient, better at handling stress, and more positive about life. It also en-

ables us to remain optimistic, handle challenging circumstances, and increase

our productivity.

Coping strategies might include anything from journaling, positive thinking,

exercise, relaxation methods, and even reaching out for social support through

talking to friends or relatives. It is crucial that students learn how to use a coping

strategy, whatever it may be, to help them deal with the difficulties and pressures

they may face at school. (Cudy, 2023)

Related Studies

International

United States of America

The purpose of this study was to investigate how high school students

perceived and dealt with academic stress in relation to advanced and honours

courses. 115 advanced/honors students from a private Christian high school in

New Jersey participated in the study. They answered an anonymous survey on

the stresses in their life that they felt were related to their academic performance.

Eight students took part in interviews during the study's second phase, answering

questions about the origins of academic stress and its effects on their general
 14

physical and social-emotional health. The survey and interview findings unequiv-

ocally demonstrated the competitive high school atmosphere and the widespread

academic demands placed on honors and advanced pupils. The qualitative infor-

mation made clear that Christian high schools need to reevaluate their objectives

(Uitermarkt, 2020).

China

The effect of parents' expectations and support on their children's aca-

demic performance has been examined independently in earlier research. Few

research, meanwhile, have looked at these two elements' combined effects con-

currently and from the standpoint of development. This study aimed to investi-

gate the moderating influence of parental academic expectations as well as the

dynamic long-term effects of parental academic support on adolescents' aca-

demic progress and satisfaction. A three-year study consisting of five waves,

each lasting half a year, involves high school students in Beijing China. Through

the slope of student happiness, the results demonstrated that the slope of

parental academic support across the five measures predicted the slope of stu-

dents' academic achievement. Furthermore, the impact of the slope of parental

academic support on the slope of student contentment was mitigated by the

slope of parental academic expectations. More specifically, this beneficial effect

was only significant in cases when the academic expectation's slope was posi-

tive. Additionally included are the theoretical contributions and the practical rami-

fications. (Li, Guanjun; Li, Bingcan; Wang, Lei; Liu, Chunquan; Lu, Li, 2023)

India
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Every child in school in Salem, India needs parental support to succeed

academically. On the other hand, children's academic performance might suffer if

their parents had high expectations rather than providing assistance. They expe-

rience stress and it affects their academic performance when they are unable to

meet their parents' expectations (Chellamuthu, 2019).

Local

Local perspectives on parental pressure and high-achieving students may

vary based on cultural norms, educational systems, and societal expectations. In

many communities, there is a strong emphasis on academic success, leading to

increased parental pressure on students to excel in their studies. This pressure

can stem from a desire for children to secure a successful future or meet societal

standards of achievement.

Local schools, counselors, and educators often play a crucial role in ad-

dressing the challenges posed by parental pressure. They may provide support

services, counseling, or workshops to help students cope with academic stress

and manage parental expectations effectively.

Understanding the local context is essential in addressing the issue of

parental pressure on high-achieving students, as it allows for tailored interven-

tions and support mechanisms that consider the specific cultural and societal fac-

tors at play.

Cebu
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Parental pressure is the condition in which parents push their kids to suc-

ceed in a variety of areas. Parents will occasionally compel their children to sur-

pass in all that you do, particularly in the academic sphere. Self-efficacy, on the

one hand, is the conviction that each person has their own talents, particularly

the capacity to overcome obstacles and successfully finish a task. Importantly,

students in this type of setting have the opportunity to achieve the academic

standards demanded of them. parents. As a token of appreciation for their par-

ents' labor of love and sacrifice, students will give it their all. At the National High

School of Jagobiao, Mandaue City, Cebu, Philippines some students feel pres-

sure from their parents to perform well academically. If they don't succeed, they

get anxious and fearful. (Moneva, 2020

Cotabato

The parental pressure they experienced; the academic performance they

achieved; and the strength and direction of the relationship between parental

pressure and academic performance. This research was carried out at Notre

Dame of Midsayap College in Midsayap, Cotabato, Philippines, during the sec-

ond semester of the academic year 2022-2023. Thirty-two specially chosen hon-

our students from the College of Arts and Sciences participated in the survey.

They ranged in age from 21 to 28 years old, with the majority of them being fe-

male and graduating students.

The findings revealed that respondents had encountered high levels of

parental pressure in terms of expectations, rewards and penalties, support and

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encouragement, and setting rules and standards; yet, they had experienced

moderate levels of parental pressure in terms of monitoring and comparison. Fur-

thermore, they strongly agreed that their parents' acts or practices of explaining

to them the importance of making sacrifices to advance their careers, reminding

them of their studies as preparation for their future work, and expressing joy

when they perform well in their studies had put pressure on them to do well in

their studies. A handful of the responders had achieved great academic accom-

plishment, while the majority had achieved good academic performance. There

is a weak and negative relationship between parental pressure and academic

performance, implying that either too much parental pressure has a negative ef-

fect on their children's academic performance, or that children's poor academic

performance may prompt parents to exert more parental pressure on them.

Nonetheless, the degree and direction of the link between these variables were

not significant, meaning that the observed relationship occurred by chance and is

not true to the group of interest, namely college students. (Collado, 2023)

Cebu

The study's informants were Senior High School students from the Univer-

sity of Cebu - Main Campus, Senior High School Department, chosen using se-

lective sampling and inclusion criteria. The data was analysed using a thematic

framework.

Academics, parental pressure, and environmental factors were found to

be the most significant causes of academic stress among senior high school stu-

dents with honors. It was revealed that these characteristics would cause low
 18

academic performance and behavioural issues. Academic stress, on the other

hand, encouraged some students to improve their grades. Senior high school

pupils were able to deal with these issues using a variety of escape techniques.

The study's findings had consequence for parents, school administrators, teach-

ers, and counsellors. It is recommended that this problem be addressed by fo-

cusing more on the main causes of the student's academic stress through in-

depth interviews to determine the disparities in stress exeriences amongst per-

sons with honors (Merlinius, 2023).

Theoretical Framework

Educational Productivity Theory

The Theory of Educational Productivity by (Walberg,1981) which states

that each student's immediate psychological environment affects their educa-

tional performance, serves as the foundation for this investigation. Each student's

immediate environment is shaped by their family. Furthermore, parent-child con-

nection is one of the key components of the family environment, which influences

children's academic accomplishment. The family environment is the culmination

of the physical and psychological circumstances that carry the development of an

individual's personality and behavior (Zhao and Zhao, 2022). According to Bay

Atlantic University (2022), parental pressure is a psychological condition that par-

ents impose on their children and is frequently linked to academic success.

Self-Determination Theory

Self-determination theory may be used to explore the link between the ex-

trinsic influences that lead to intrinsic motivation (Gagne & Deci, 2005). Two
 19

types of motivation are recognized by self-determination theory: controlled moti-

vation and autonomous motivation. Gagne and Deci (2005) describe autono-

mous motivation as the ability to encourage oneself to perform activities without

the need for outside rewards. When these duties are finished, a sense of con-

tentment is generated. Controlled motivation is the term used when outside

forces, such financial reward, are needed to inspire someone to complete a task.

Additionally, according to Gagne and Deci (2005), individual variances in causal-

ity orientations and features of the social environment can predict motivational

factors. This indicates that an individual's level of motivation in a certain situation

is influenced by both environmental and personal variables. According to Gagne

and Deci (2005), the social environment may be categorized as either controlling

(which motivates externally), a motivating (which lacks motivation), or fostering

autonomy (which motivates internally). The impact of potential external influ-

ences, such as parental participation and socioeconomic position, that may influ-

ence students' perceptions of intrinsic drive is established by self-determination

theory.

Social Cognitive Theory

Social Cognitive Theory emphasizes the role of observing others in shap-

ing behavior. High honor students may be influenced by their peers and the ex-

pectations of their parents. They may compare their achievements with those of

their peers and feel pressure to meet or exceed their parents' expectations (Ban-

dora,1986).

Expectancy-Value Theory
 20

This theory of motivation suggests that students' achievement can be in-

fluenced by their expectancy for success and the value they place on the task or

goal. High honor students may have high expectations for success due to their

academic achievements, but they may also face pressure from their parents to

achieve even higher levels of success. This pressure can influence their motiva-

tion and the value they place on their academic pursuits (Atkinson,1964).

Cultural-Cognitive Theory

This theory emphasizes the role of cultural values in shaping students'

academic pursuits. High-honor students may come from cultures that value aca-

demic achievement highly, which can create pressure to perform at a high level.

This pressure can be compounded by the expectations of their parents, who may

have high academic achievements themselves and want their children to suc-

ceed in the same way.

Goal-Setting Theory

This theory suggests that setting specific, challenging, and achievable

goals can enhance motivation and performance. High honor students may have

well-defined goals set by their parents, which can help them stay focused and

motivated. However, if these goals are too demanding or unrealistic, they may

experience stress and pressure, which can negatively impact their academic per-

formance (Locke,1968).
 21

Chapter 3
METHODOLOGY

This chapter deals with the range of processes and the kinds of tools, and

procedures used in the conduct of this investigation. It also includes the research

design, sampling, respondents, research locale, data gathering procedure, and

the data analysis.

Research Design

The purpose of this qualitative study is to investigate how parental expec-

tations and pressures affect high-achieving students. A phenomenological

method will be utilized in this research to comprehend students' lived experi-

ences within this particular environment. According to Høffding and Martiny

(2016), phenomenology is the interviewer must understand the relation between

the interviewee's experience and their description of it during this exploratory

process because the interview is a second-person viewpoint in which one directly

encounters another subjectivity and cannot elicit closed responses like "yes" or

"no." A purposive sample of high-achieving students enrolled in honors programs

will be interviewed in-depth to gather data. The main topics of discussion during

the interviews will be about with honor students experiences, perception and cop-

ing mechanism with parental pressure and expectations.

The goal of the study is to reveal the intricacies of the students' experi-

ences while illuminating the different ways that parental expectations and pres-

sure emerge and affect the student's personal and academic life.
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Research Sampling

This study, which included ten grade 11 with honor students from the Aca-

demic Track which comprises Humanities and Social Sciences (HUMSS), Sci-

ence Technology Engineering and Mathematics (STEM), Accountancy Business

and Management (ABM) was carried out in Polomolok National High School, a

public school in Octavio Village, Baranggay Cannery Site, Polomolok South

Cotabato. Students were purposively chosen by the researchers to provide com-

prehensive and Specific information as well as being aware of the same traits of

informants.

The researchers utilized the purposive sampling methods. According to

Crossman (2019), purposive sampling is a non-probability sampling that is se-

lected based on a characteristic of a population such that they qualify to be a par-

ticipant or informant who is established through an inclusion criterion.

Research Participants

The participants of this study are ten Grade 11 students. These ten stu-

dents are coming from the Academic Track that comprises three with honor stu-

dents from Humanities and Social Sciences (HUMSS), six with honor students

from Science, Technology, Engineering, and Mathematics (STEM), and one with

honor student from Accountancy, Business and Management (ABM) students of

Polomolok National High School (PNHS). The participants are with honor stu-

dents who have experienced parental pressure and expectations. The partici-

pants were chosen purposively as the respondents of the study.

 23

Research Locale

The study on with honor students' experiences, perceptions, and coping

mechanisms with parental pressure and expectations was conducted at Polo-

molok National High School (PNHS). It is Located in Octavio Village, Brgy. Can-

nery Site, Polomolok, South Cotabato. The said school provides an environment

where students can engage in both academic learning, personal growth, and

academic pursuits. The school's emphasis on extracurricular involvement not

only enriches students' high school experience but also enhances their college

applications by showcasing a well-rounded profile.

Data Gathering Procedure

The procedure is thoughtfully designed to capture the complexity and

depth of participants' perspectives as it examines with honors experience within

the context of parental pressure and expectations. Interviews that are partially

structured with high achievers who have experienced a lot of parental pressure

during their academic career are the primary means of data gathering. The pur-

pose of these interviews is to provide student-participants an opportunity to dis-

cuss their own perspectives, experiences, and thoughts about the parental pres-

sure and expectations. Researchers can preserve flexibility in investigating emer-

gent themes and guarantee consistency in addressing important research topics

about parental expectations and their influence on the well-being of students by

adopting an organized approach.

 24

To begin collecting data, participants are chosen using purposive sam-

pling methods, which give consideration to choosing people with a variety of

backgrounds, and family situations that are pertinent to the goals of the study. To

ensure that the sample is representative of a variety of viewpoints and experi-

ences, recruitment efforts may comprise contacting high-achieving students

through academic networks, internet platforms, or educational institutions. In-

formed consent, confidentiality, and participant autonomy are ethical issues that

are carefully addressed during the recruitment process and reaffirmed before

each interview. This creates a secure and courteous research environment that

is favorable to candid communication and open disclosure.

During the interview, participants are encouraged to consider how they

managed to obtain, and maintain their honor achievement while dealing with

parental pressure and expectations. The interview procedures are intended to

delve into different aspects of the high honors journey. Participants' views on

parental participation, sources of pressure and support in the home, coping

mechanisms used to handle academic demands, and the perceived effects of

family dynamics on academic achievement and personal well-being are few ex-

amples of the topics that may be discussed. To foster an environment of mutual

respect and trust, researchers use active listening, probing questioning, and

compassionate involvement. This encourages participants to tell their stories

candidly and in-depth. Through dedication to data collection procedures, re-

searchers can depict the complexity present in the high honors experience, offer-

ing significant perspectives on the relationship among academic achievement,

parental expectations, and the well-being of students.

 25

Data Analysis

The data analysis for this study was transcription. Using this strategy, re-

searchers first watch or listen to recordings to code for nonverbal cues, then take

notes and code based on pre-defined themes and match them to time codes and

nonverbal clues. Finally, researchers transcribe relevant quotes from the audio

(Parameswaran et al., 2020). This approach may increase data immersion and

allow researchers to account for dynamics that are frequently overlooked in com-

prehensive audio-to-text transcription, such as group interactions and nonverbal

communication.

Data was gathered using the interview method, and the results were analyzed,

and interpreted by the researchers. The researchers and participants communi-

cated using English and Filipino, which the researchers carefully translated. Re-

searchers collected data by recording the voices of participants. Out from the

transportation, various themes were emerged.

 26

Chapter 4

RESULTS AND DISCUSSIONS

This chapter presents and summarizes the results, analysis, and interpre-

tation of the data gathered to provide answers on the problems of the study.

Table 1: What particular pressures and difficulties do with honor students

have?

Significant State- Coded Formulated Meaning Theme Clus-

ment Name ter

“So... Tanan 'no kind The participant ac-

of pressures like aca- knowledged feeling un-

demic, social, and der pressure in every

personal jud akong aspect of her life —aca-

ma experience nga demic, social, and per-

mga pressures and sonal due to the chal- Assuring to be

makaapekto na siya Abo lenge of continuing to a consistent

sa akoa as a with be an honor student. honor student

honor student kay The respondent also is-

nakalisdan na gid sues with cramming

nako maging with and poor time manage-

honor so ma pressure ment because tasks at

gid ko everyday no? school must be com-

Kay dapat consistent pleted in order to be in-

with honor ka ana… cluded in with honor.

 27

Ma challenge gyud

kay mag cram, cram

ba? Oh. cram and ay

kulang sa time man-

agement maong mag

cram or magbuhat gi-

hapon ang mga activi-

ties or para masulod

gihapon sa honor.

Okay.”

“For me as an honor The respondent shared

students mga pres- that being an honor stu-

sure akuang ma feel dent comes with signifi-

as an honor student is cant pressure, primarily Afraid of miss-

like karang mahadlok the fear of losing his ing the honor

ko nga mawala Kenat status and disappoint- list / Fear of

akoang honor and ing his parents. This failure

akoang title as an fear of failure created a

honor student and ma sense of pressure.

disappoint sila. Also, he encountered

Ang challenges na challenges in under-

kadalasan nako standing and remem-

makaatubang as an bering the lessons,

 28

honor students is which adds to his

sometimes malisodan stress.

ko maka cope up sa

mga lessons labi na

sa mga paspas nga

lessons, and dali lang

ko maka limot.”

“The academic, so- The participant shared

cial, and personal that in academic, social,

pressures I feel as an and personal pressure,

honor student is like, she had a fear of com-

uhm.. being afraid of mittting mistakes. More-

doing mistake. In aca- over, she tend to cry

demics naman, I tend Pakels particularly in aca- Fear of com-

to cry if mababa yung demics, especially mitting mis-

scores ko sa mga when she’ll got low takes, lack of

quizzes and perfor- scores from quizzes sleep

mances. and performances. She

also added the struggle

The challenges I of having enough sleep

faced while being an just to cope up with her

honor student is ‘yon studies.

nga, I barely haven’t

enough sleep just to

 29

cope up with my stud-

ies..”

“For me ma pressure The respondent experi-

ko kung paano nako enced significant pres-

makuha akoang mga sure to achieve high

grades like mga high grades, which came

grades dira ko ma from both self-pressure

pressure then cram- and parental expecta-

mings sad. So ang tions. This pressure Assuring to

mga challenges nako was recognized by the get high

nga ma face is stress, Linya respondent's tendency grades, stress,

lack of time sa pag to procrastinate, leading lack of time,

buhat sa mga activi- to stress, a perceived lack of interest

ties like kay murag lack of time for other

tamadon gud ka activities, feeling of lazi-

murag ma wad-an kag ness, and a low interest

gana muskwela ba or in school. Despite these

something pero naa challenges, the respon-

kay gusto ma achieve dent expresses a desire

ng naa kay gina abot to accomplish her

pero gina tamad ka in- goals, although she

gana like ma wad-an struggled with a lack of

jud kog gana ana ko motivation and interest.

sa mao na akong mga

 30

problems.”

“Maka feel ko’g pres- The participant experi-

sure mostly saakoang enced significant aca-

academic kay karang demic pressure, primar-

everytime nga ily stemming from her

makakuha ko’g low family's high expecta-

score or like grade tions. She expressed

kay karang ma disap- feelings of disappoint- Afraid not to

point sila kay karang Anek ment, both from herself meet parents’

honor student baya ko and from those around expectations

nya ing ana lang her, whenever she

akoang score. achieved lower scores

or grades. She have ex-

Sa ilahang pa dungog perienced the pressure,

dungog [pud] gud just by the way how her

like wordings nila is family was speaking

not klaro kaayo kung which was very obvious

unsa ilahang gusto what they want to ex-

gud nga karang ex- pect something from

pectations saakoa kay her.

mahalata man gud

kay sa ilahang mga

padungog dungog
 31

nila.”

“Maka feel gid ko’g The participant admit-

silent pressure ted feeling pressured by

sa’kong mga parents how her parents were

especially how they making efforts despite

make efforts ba, kay of the things they are

biskan sa particular busy of. She also

na bagay na gina thought of the future Fear of failure,

himo nila, maka feel Tisay and feared any kinds of overthinking

jud kag mga deep failing, however, she

thinking like, thinking added that as an honor

about sa future, fear student, it would affect

of failing mga ana nga her and cost loss of in-

bagay. As an honor tense desire. Moreover,

student siguro ma af- her struggle was always

fect ko the way na dali feeling not satisfied with

lng ko mawalaan og the grade even if she is

gana. already in the honor list,

Siguro biskan honor as she kept on over-

student ka, dili japon thinking of the future.

ka satisfied sa imong

grades na naa ka,

mao jud na ang chal-

lenge nako permi, kay

 32

mao gani to like what i

said ba na maka over-

think jud ka sa future.”

“I think the pressure The respondent shared

internally kay bisag that the internal pres-

dili nako kaya i-meet sure for her wass to

ang ilahang expecta- push herself more just

tions, I need to push so she can meet her Afraid not to

myself jud para lang Merya parents expectations meet parents’

dili sila ma disappoint and that they would not expectations

sa akon. get disappointed in her.

Additionally, she sees

The challenge is studying almost every

studying almost every night and not fail

night for me not to fail quizzes as a challenge

any of my upcoming because she always

quizzes and always pushed herself so that

pushing myself to give her parents would not

my best para dili ko get mad.

nila ma kasab-an.”

“Pressure sa mga ac- The participant re-

tivities na ginahatag vealed that she was

tapos minsan disap- feeling pressured

pointed sa mga through the activities

 33

scores tas ma sad kay that were given to her,

di lang ako ma disap- and she sometimes felt

point, akong parents disappointed as she

pud… dli lang sa stud- was not the only one

ies also sa personal Gebs who felt that but also Academic

life pud, maka affect her parents with her Pressure

sya sakoa kay kanang scores. Also, it affected

murag di nagud ko ka not just her studies but

focus or garatol nako also her personal life

unsay himuon nako to since she could not

become ing ana ilang properly focus and

gusto para sakoa.” properly decide on what

she would do to be-

come the person her

parents wanted her to

be.

“I feel pressured such The respondent feels

as overwhelmed and the pressure in a way of

stress of course to being overwhelmed and

maintain my high stressed to maintain

grades consistently Shark high grades consis- Overwhelmed,

and to meet the ex- tently and meet the ex- stress

pectation from my pectations of his par-

parents and also the ents as well as his

 34

teachers.” teachers.

“The pressure that I The participant felt bad

feel is when some- and pressured when he

body is comparing to was being compared to

the other student ‘no, the other student. He

murag lain siya — feel Ice also added that one of Comparison to

lang nako lain siya — the challenges he faced other students

makahatag siya’g was when someone

pressure sakoa kay kept on checking his

murag lain sa buot na grades and compare it

i-compare ko to the with them.

other student.

You know one of the

challenges that I

faced while I am an

honor student is when

somebody was al-

ways checking my

grade and compare to

them…”

The table 1 shows the pressures and difficulties of with honors. Out of 10

participants, each of them has their particular reasons as to why they feel pres-

sured and why they have difficulties of being with honor students. The first re-
 35

spondent which is Abo, explained that she feels pressured for consistently main-

taining being with honor student, Shark also feels the pressure of maintaining

high grades consistently. However, Kenat feels pressure because of the fear of

losing the honor or the title that he has and also for disappointing his parents be-

cause of failing. According to Richard Badenhousen (2010) Honors students face

struggles such as academic pressure, identity conflicts, and resistance to seek-

ing help. The pressure to achieve academically can lead to a fear of failure and a

reluctance to ask for assistance.

Table 2: What are the perceptions of with honor students regarding their

parents’ expectations upon them?

Significant State- Coded Formulated Meaning Theme Clus-

ment Name ter

“So gina ingon nako The participant felt un-

sa ila na uhm dili nako able to meet her par-

makuha or dili nako ents' high expectations

makaya every quarter of being the top student

ma top 1 or basta every quarter. This Unable to

high, sa mga naa sa Abo pressure leads to feel- meet high ex-

first, second, third na ings of sadness, disap- pectations

 36

mga rank para ma pointment, and even

aware pud sila na dili depression, as she be-

nako kaya ingana 'no lieve her abilities are

kailangan ignan sila.” limited.

“So gina – para sa The participant shared Perceiving

question 2.2 – gina that he perceived his parental ex-

perceived nko ang ex- parents’ expectations pectations

pectation saakoang Kenat through achieving and through

parents through striving. achieving and

achieving it or through striving

paningkamot –

through pag pan-

ingkamot para ma

reach ilahang expec-

tations saakoa.”

“I perceived them as The participant viewed

my motivation na to the expectations and

do well with my stud- pressures placed on Cultivating

ies kasi, uh.. I be- Pakels her as a motivation to Positive Mind-

lieved na it’s for my perform better academi- set

own good din na- cally since she thought

man…” it would benefit her per-

sonally as well.
 37

“So for me is maka

impact siya sa mental

health nimo ana Dealing with

murag ma anxious na Comparison

gud ka saimong mga Linya

score ba, for example

as my experience,

like, ma ano ka kun-

wari sa quizzes. Naka

kuha lang kag ano, 28

something 28 over 45

na score wala sya na

abot sa amo sa pass-

ing grade tas murag

mag sulod dayun sa

imong huna-huna na

hala mubo lng akong

grade akong mga

quizzes so ibig sabi-

hin mubo na pud

akong grado ana gud

ng mag sulod dayun

sa imong utok so ibig

sabihin pag mubo

 38

akong quizzes dili dili

nako ma with honors

kay mubk ra akoang

mga quizzes unya

akkng grado ani un-

saon nalang ana gud

ma anxious ka sa

imohang kuan mga

ano ba sa imong mga

scores.”

“Feel nako nga naa The respondent shared

silay specific career that she felt like her

goals para saakoa parents has specific ca-

kay like ikapila naman reer goals for her and Parental Ex-

nila giingon na engi- Anek that is to become an pectation

neering – mostly en- engineer and architect

gineering and archi- since that would suit

tect kay hawod daw her. Also, her response

na para sa akoa uh- to her parents would be

mmm mao lang na, ng acting deaf because

gina respond nalang she does not care

nako karang gina about what her parents

pasagdan nalang want for her since she

nako sila karang gapa

 39

bungol bungol ko kay wants what she wants.

wala koy labot kung

unsay ilahang mas

gusto saakoa kay

para saakoa kung

unsa akong gusto nya

karang uhmmm..”

“As a student guro sa The respondent ex-

among family is pressed concerns about

kanang maka hatag the emotional impact

siyag emotional dam- she experienced such Emotional Im-

age saakoa, espe- Tisay as stress and lack of fo- pact of Pres-

cially kay ako nalang cus caused by the high sure

isa ang ga skwela sa expectations set by her

amoa mag igsoon na parents. According to

maka lead pod og the respondent, be-

stress, lack of focus cause of the continuous

jud sa mga bagay kay pressure, her improve-

ang permi nalang man ments are no longer no-

nimo gina isip is ex- ticed. This contributes

pectations nalng sa to her emotional dis-

imong parents sa tress and hinders her

imoha, wala naka ga educational process.

focus sa imong
 40

process kag naa pod

possible na kanang

mga mistakes nalang

nimo ilang mapansin

without noticing na

naga improve diay

ka.”

“I believe na tungod The participant believes

sa pressure na ilang that through the pres-

nahatag and tungod sure and expectations

sa ilang expectations that has given to her, Cultivating a

mas na prove nako sa Merya she had proved to her- Positive Mind-

akong self na kaya self that she can make set

nako and mas nakita it and even seen the im-

nako ang importance portance of education.

sa education. I take it Furthermore, she also

all positively and gina took everything posi-

remind ko akong self tively and reminded

na it's for my own herself that it was for

good ug ako rapud her own good.

ang maka benefit ani.”

“Akong ginahimo lang The participant's solu-

is magpahuway, mag tion to her parents’ ex-

meditate mangayo ta- pectations of her is to

 41

bang kay Lord para meditate, rest, and ask

makaya nako tanan for help from the Lord

ilang gusto na maging so that she can carry

sakoa. Ginaingon and achieve whatever

nako akong mga her parents want her to Cultivating a

achievements sa Gebs be. She is also telling Positive Mind-

school, pero bisan her parents regarding set

wala man gaingon her achievements so in

man japon ko sailaha. that way, she can per-

pero isa pud na ka ceive their expectations

way para ma percieve of her.

nako sailaha ilang

mga expectations.”

“Uhm, It can be chal- The respondent is chal- Emotional Im-

lenging for me to bal- Shark lenged to balance the pact of Pres-

ance the expectations expectations of his par- sure

from my parents but I ents but he wishes that

wish na ma under- they would fully under-

stand nila na gina stand the things he

himo nako ang best does to meet their ex-

nako para ma exceed pectations of him.

nako or ma meet nako

ang expectation nila

nga – expectation na
 42

gusto nila mahitabo

para sa akoa.”

“Ma perceived nako The participant per-

ang parents expecta- ceived his parents ex-

tion na ingnan lang pectations through

nako sila nga “di lang telling them not to high Cultivating a

kaayo nato i-high their standard in ex- Positive Mind-

standard ang atong Ice pecting since he does set

expectation kay dili not have a high IQ com-

man ta si Einstein, dili pare to Einstein. He

man ko si Einstein ug added that not in every

brain na taas kaayo’g time, he needs to have

IQ.” tas ingana, gina high grades but as long

ingon nako na “dili as he graduates, it’s

tanan time need fine.

dakog grado as long

as naka graduate ko

it's fine" ‘no gina ing-

nan lang gid nako.”

Table 2 shows the perceptions of students regarding their parents’ expec-

tations of them. 3 out of 10 participants have seen parental expectations as neg-

ative impact on their mental health. According to Aarya Sinha (2016) A parent

may now monitor their child's grades, assignments, levels, and reports in this
 43

modern day. The urge for their child to receive the highest score takes priority

over all else for some parents who are so fixated on these results. Anxiety and

tension are caused by parental pressure. However, 5 out of 10 participants make

parental pressure and expectations as motivation. According to Pooja Sedani

(2023) When students approach learning with a positive attitude, they are more

motivated to engage in the material and put in the effort required to succeed.

They are also more likely to persevere through challenges and setbacks, as they

view these experiences as opportunities to learn and grow.

Table 3: What coping mechanisms do with honor students use to deal with

pressure and expectations placed on them?

Significant State- Coded Formulated Meaning Theme Clus-

ment Name ter

“So akong strategy The participant ex-

'no uhm gina ano ex- plained that her strat-

plain nako sa akong egy is to communicate

parents nga mao lng to her parents that she

ni akong makaya dili have limitations and

sila mag expect ug hope that her parents Problem-Fo-

taas kay ma disap- Abo won't expect high cused Coping

point lng sila kung dili grades from her, as

nako ma maabot diba. they might be disap-

Pero, i'm trying my pointed if she can’t

best nga maabot pud meet those expecta-

 44

na ilang mga expecta- tions. However, she is

tions sakoa and uhm also trying her best to

gina pressure ko nila meet her parents' ex-

pero kung unsa man pectations.

lng akoang makuha

ma proud man pud

sila so mao na to.”

“So ang strategy na The respondent copes

akoang ginagamit with parental pressure

para ma conquer by maintaining a posi-

tanan nga mga – tive outlook, believing in

tanan nga pressure Kenat his ability to manage Positive Think-

nga ginahatag sa challenges and achieve ing

akoang parents or sa success in the future.

bisag asa paman diha

is ang pag focus sa

akong goal, pag en-

courage sa akong

kaugalingon, and stay

put or kanang, like,

gina kuan nalang

nako, think nalang

ko’g positively nga

makaya nako ni,

 45

makaya nako na, ug

maging successful ko

someday.”

“The coping mecha- The participant shares

nism I do to manage that her coping mecha-

the pressure are nisms to manage the

sleeping, spending my pressure is to sleep,

time with my friends, spend time with her Active Emo-

and playing games. I Pakels friends, and play tional Coping

tend to vent out my games. She tend to

anger sa laro lalo na vent her anger out in

pag disappointed ako the game, especially

sa mga academics ko when she get disap-

or performances.” pointed with her aca-

demics and perfor-

mances.

“So akoang gina The respondent has

buhat na lang is gi- adopted a strategy of

nadawat na lang nako passive acceptance to-

ilahang storya wala na ward criticism or com- Problem-Fo-

lang kaayo ko ga pa Linya plaints from her family cused Coping

epekto sa ilahang about her academic

mga storya sa akoa performance.

about sa akoang per-

 46

formance sa school

ana kay if the more na

magpaapekto ko the

more na dibdibon

nako ilang gija ingon

na something ana ani

about sakong

pagskwela kay mubo

and grades ana di

madawat ana² is wa

na lang kaayo nako

sya gina dibdib gina

balewala na lang nako

“...gina buhat nako The respondent felt re-

tanan akong best, lieved when the strand

like, karang ma honor she chose best suited

ko para mabal an nila Anek her and did her best to Problem-Fo-

na kaya nako, unya prove to her parents cused Coping

kanang akong gipili na that she could be an

strand is kanang honor student.

bagay jud sakoa,

kanang na tama ko.”

“Uhm, akong coping The participant’s coping

mechanisms is to take mechanism is to take a

 47

a break sa jud sa mga break from everything Active Emo-

buluhaton even Tisay that she needs to do tional Coping

though kabalo ka at even though she knows

the end na mag cram that in the end, she will

ka, minsan mag bond be cramming. Also, she

me sakong love ones hangs out with her

just so maka feel kag loved ones so that the

pahuway or imong feeling of tiredness will

kakapoy ma turn into change into happiness.

happiness, mga ana

nga mga bagay na

maka limot ka nga

naa kay gina batyag

mga unusual sa

imong sarili.”

“Wala nako sya gina The respondent does

received negatively not take the pressures

kag mas gina isip and expectations that

nako nga para jud nis are given to her as neg-

akong future ana lang Merya ative but in fact, she Positive Think-

permi and of course just thinks that it is best ing

ga pray ko para mas for her future. Addition-

mahatagan kog ally, she prays to have

strength, wisdom ug strength, wisdom, and

 48

courage.” courage.

“Kuan lang maghimo The respondent shared

lang pud tag time to do time management

management nato ug and get enough rest for

naa jud dapat tay the upcoming activities

enough rest para sa so that the goal of being

mga activities na an honor student would Problem-Fo-

paabotay para Gebs be achieved. Moreover, cused Coping

makab-ot ang pagig- she also added to seek

ing honor student. Ug help from God every

lastly mag ask gid time, especially when

help kay Lord every- you do something.

time nga naay buha-

ton.

“To be honest wala The participant admits

koy strategies na gi- to having no strategies

nagamit para ma when it comes to man-

manage akoang pres- aging pressure and ex-

sure or expectation sa pectations given by his

akoang mga parents Shark parents upon him. He Unrecognized

murag ginahayaan na added that he just let

lang nako kung unsa his parents on whatever

man gusto and ang they want from him and

pressure na akoang the pressure that he

 49

mafeel mawala lang feels can be vanished

man sya pag kauban whenever he is with his

nako akoang mga friends.

friends kay mga bu-

goy manpud to basta

ingato lang.”

“You know one of the The respondent’s

strategies that I use if strategies in dealing

I feel a pressure is with parental pressure

watching bl, k-drama and expectations are

or some of movie. Ma watching dramas and

pressure gud ko movies. He does not Active Emo-

murag wala lang sa ra Ice care about the pressure tional Coping

gud ng pressure kung especially when he

mag study lang ko ah, starts to study, he

dili lang gid nako sila would also not give his

pansinon kay kabalo parents attention be-

ko kung unsay tama cause he knows what is

mao jud to akong hi- right.

moon ‘no, bahalag

mag ka unsa bahala

bagsak ang grado ‘no.

 50

Table 3 shows the coping mechanisms or strategies of with honor stu-

dents dealing parental pressure and expectations. Each of the participants has

shared their strategies on how they are going to cope with the problem. Accord-

ing to Richard Badenhausen (2010), Students commonly use various coping

mechanisms to deal with academic pressure. One common coping mechanism is

positive thinking, where students maintain an optimistic outlook and believe that

there is always a way out of their problems. Another coping mechanism is active

emotional coping, where students actively engage with their emotions and try to

find solutions to their stressors. Additionally, students often use problem-focused

coping, where they actively address the root causes of their stress and take

steps to solve their problems. However, one participant admits that he does not

have any strategies regarding facing parental pressure. On the other hand, Ac-

cording to the Eberly Center, students may not be motivated to put in effort if they

do not see the value of an activity or topic, regardless of its objective worth.

Nonetheless, students are more likely to respect coursework and be more moti-

vated to put in time and effort if they can clearly identify how it relates to their ob-

jectives, interests, and concerns.

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Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The summary, conclusions and recommendations derived from the results

of this study are presented in this section.

Summary

Conclusions

Recommendations

(Present recommendations based on your findings.)

 52

REFERENCES

(List references in APA format alphabetically by author’s last name.)

 53

APPENDIX A
LETTER OF REQUEST TO CONDUCT THE STUDY
 54

APPENDIX B
IN-DEPTH INTERVIEW GUIDE
 55

APPENDIX C
VALIDATION SHEET
 56

APPENDIX D
DOCUMENTATION
 57

PERSONAL DATA

(with 2 x 2 picture)