Undergraduate Thesis
Bachelor of Science in Social Work
University of Rizal System, Rodriguez, Rizal
2024

Parental Pressure and Academic Performance of Fourth-Year Social Work Students of the University of Rizal System (URS), Rodriguez Campus:

A Descriptive Qualitative Study for the Academic Year 2023-2024 focus on the study on the parental influences on their academic performance during the academic year. The researchers have taken up the descriptive-qualitative research design and consulted twenty students about their experiences to view the tiny interaction between the expectations of parents and performance in school. The study, which centers on how parental pressure real or imagined affects the students' academic success and personal development by taking them through their last year in social work, acts in part as an introduction to the actual study.

Research questions explore into how students perceive parental pressure, how that pressure affects their academic performance, and what students do to cope with it. To elaborate, the student shared their experiences of not having open parental pressure to perform well academically. However, they continued and came to the realization that placing pressure on them to break their half of the agreement with their parents would probably be a big motivator for their studies. Again, this study examines how students actually balance on-the-balance scales honoring their parents' hopes while pursuing academic and personal aspirations. For the most part, statistical treatment comprised qualitative analysis of interview data with the objective of finding and categorizing themes and patterns within student experiences.

Descriptive was the research methodology adopted by the study through structured interviews to bring about perceptual insights from sulent participants Respondents were purposively chosen to give forth what actual the study was aflat in completion since they were selected from the 4th year social work students. Research instruments such as the interview guide questionnaire were very critical in extrnet student experiences with the pressure from parents. The data was analyzed using thematic analysis, which entailed finding, examining, and summarizing patterns in the data before providing a rich, in-depth account of the students' real-world experiences

The results reveal an overwhelming majority of female participants, which aligna with stereotypes around women being more nurturing. This analysis highlights that with the right encouragement, both men and women can thrive in multiple fields. Most of the participating students came from larger families, which allows for more diverse forms of family interaction. Many students reported that their parents do not regularly track their academic progress, which might complicate the interplay of parental expectations and student performance. The results demonstrate a weak negative relationship between parental expectations and academic results, illustrating that high expectations can motivate students, whereas too much pressure might become counterproductive. Many students report feeling inadequate, especially when parental comparisons to other children comes into play, which can be psychologically distressing. Although overt parental pressure was not commonly reported, the fear of disappointing one's parents feels ever-present. Supportive parenting, which understands a child's capabilities, enhances student attainment, emphasizing the balance required in parental expectations and emotional backing for children to achieve academic success.

The study reveals that female students often feel societal expectations to excel in caring roles, while family size influences parental agreement and support, the lack of parental involvement may be detrimental to students' academic performance, the need for the parents to actively participate in their child's education. High parental expectations can lead to stress and anxieties while striving for achievement is valuable, excessive pressure can hinder performance and self-esteem, while having a supportive environment can mitigate these adverse effects, allowing student to thrive academically with healthier mindset. Although students use a variety of coping mechanisms to manage their academic stress, many choose not to seek professional assistance. According to research, a supportive parenting style promotes resilience and better academic achievement, while high expectations can make stress worse. This emphasizes how important it is to balance expectations with emotional support so that students can successfully handle stress and work toward their academic goals.

With the gathered findings the researchers drawn conclusion: To enhance the parental involvement, for the parents their children's' education by regularly checking on academic progress in an engaging discussion about schoolwork. For the parents to have a balanced expectation, to set a realistic and balanced academic expectation for their children. The approach can help alleviate pressure and promote a healthier relationship between the parent and child towards to a healthier relationship with learning. To schools to create a supportive environment that recognizes and reward students' effort rather than just their achievement. Teachers and parents should concentrate on giving students useful coping mechanisms, like time management, mindfulness, and relaxation techniques, to deal with academic stress. Through programs and resources, schools can raise awareness of mental health issues, lowering stigma and creating a supportive environment for students who need help. Furthermore, it's critical to encourage candid dialogue about academic pressures between parents and kids. Frequent conversations about difficulties and achievements can improve family ties and foster a caring environment where parents and kids can freely express their emotions and talk about stressors.