Burdened by expectations: The impact of parental pressure on college students' academic stress

Abstract

This study explored the impact of parental pressure on academic stress among college students, aiming to understand how students’ perceptions of their parents' expectations contribute to their overall academic experiences. Anchored on the need to examine psychosocial influences in higher education, the study seeks to clarify how external family expectations affect student well-being and academic performance. The research utilized a quantitative, descriptive-correlational design. A total of 225 college students were selected through convenience sampling to ensure fair representation and reduce selection bias. Data were collected using two standardized instruments: the Parental Pressure and Academic Stress as Perceived by Adolescents scale and the Questionnaire of Academic Stress in Secondary Education, both proven to be highly reliable. Descriptive statistics were used to assess levels of the variables, and Spearman’s rho correlation tested the relationship between them. Results revealed that students generally perceived a high level of parental pressure and experienced significant academic stress. A statistically significant positive correlation was found between perceived parental pressure and academic stress, suggesting that higher levels of perceived parental pressure are associated with increased levels of academic stress. These findings highlight the essential role of family-related factors in influencing students’ academic and emotional well-being. The study concludes that while parental expectations can encourage achievement, excessive pressure may lead to psychological strain. Thus, educational institutions should consider psychosocial aspects when developing student support systems to foster a balanced and healthy learning environment.