Burdened Brillance: The Effect of Parental Pressure on the Academic Performance of Elementary Pupils
DOI:
https://doi.org/10.5281/zenodo.21877184Keywords:
parental pressure, academic performance, elementary pupils, parenting practices, parental involvement, student stressAbstract
This study examined the relationship between parental pressure and the academic performance of elementary pupils at Mangan Elementary School. Using a correlational research design, 30 pupils aged 10 to 13 years participated in the study. A structured questionnaire measured parental pressure across four dimensions: setting rules and standards, expectations, rewards and penalties, and monitoring and support. Data were analyzed using frequency, percentage, mean, standard deviation, and Pearson product-moment correlation. Results showed an overall parental-pressure mean of 3.23 (Sometimes), with setting rules and standards receiving the highest mean of 3.48 (Often). Requiring homework to be completed before leisure registered the highest individual mean of 4.27 (Always). Setting rules and standards was significantly and negatively related to academic performance (r = -0.385, p = .036), and overall parental pressure also showed a significant negative relationship with academic performance (r = -0.312, p = .047). Expectations, rewards and penalties, and monitoring and support were not significantly related to academic performance. The findings indicate that parental guidance may promote discipline, but excessive or rigid pressure can be associated with lower academic performance and may contribute to stress. The study supports balanced parental involvement characterized by realistic expectations, emotional support, constructive monitoring, and school-based parent orientation.
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