International Journal of Scientific and Management Research

Volume 2 Issue 2 (March-April) 2019

ISSN: 2581-6888
Page: 06-13

Impacts of Parental Pressure among the Students of Nueva Ecija

University of Science and Technology, San Isidro Campus
Jomell M. Santiago1*
1College of Education, Nueva Ecija University of Science and Technology, San Isidro

Campus, Nueva Ecija, Philippines

Abstract
This study focused on the impacts of parental pressure on the students of Nueva Ecija
University Of Science and Technology San Isidro Campus. Seventy-four (74) students were
selected for the study. Purposive sampling was used in determining the respondents. A
questionnaire seeks to answer the respondents' profile, the impacts of parental pressure
regarding different aspects of life, and how to prevent parental pressure on children in their
education. The researcher used the descriptive method of research to utilize the questionnaire
as the main instrument in gathering data. Based on the result, the students put pressure on
their parents as their motivation to make them proud and they are also eager to do their best
to be the person their parents want. Respondents agreed and believed that supportive,
understanding, caring and loving parents will be less pressured in their education.
Keywords: parental pressure, physical aspect, emotional aspect, mental aspect, parents

1. Introduction
Parents always want the best for their children. Life without parental support can be a
disaster. They are the one who guides their children through hardships and success (Lahey
and Lahey, 2015). They want their children to have a bright future to push them to exceed in
school. They want them to become the best among the rest, so they force them to spare their
children from disappointment and feelings of failure that may come along if they don’t study
hard. Anxiety in a child can generate negative consequences for the child’s functioning
(Jacob et al., 2014).
On the other hand, parental pressure impacts students (Chen, 2012). Mostly, it is
negative that can harm children's emotional and physical, social, and moral aspects. Students
are terrified that they may not reach the level of expectation of their parents (Bui, 2002).
Unrealistic expectations could put stress and anxiety on students, leading to sleep deprivation,
eating disorders, excessive worrying, and cheating (Videbeck, 2010).
Parents pressurize their children in different ways. Some parents verbally express
their children's wishes for higher grades (Balli, 1996). Some other types of parents physically
punish children, whereas some pressurize silently in the form of disappointment (Irfan and
Hussain, 2014). Children should be motivated to explore the world in their way. Parent
involvement was defined as the teacher's perception of “the positive attitude parents have
towards their child's education, teacher, and school” (Topor et al., 2010).
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High expectations may induce depression or may lead to committing suicide. It can
significantly affect students' behavior the way they act towards others (Bauman, 2013). He
may become competitive, gloomy and have deviant behavior. Parents should advise what is
good for their kids instead of controlling their lives. Disciplinary approaches such as
punishment, lecture and blaming them are unproductive. It can add more pressure on children
(Kohn, 2006). Thus, the study was conducted to determine the impacts of parental pressure
among the students of Nueva Ecija University of Science and Technology, San Isidro
Campus.
2. Methods
Research Design
This research study used a descriptive design to determine the impacts of parental
pressure among the students of Nueva Ecija University of Science and Technology, San
Isidro Campus.
Respondents of the Study
The respondents of this study are seventy-four (74) students of Nueva Ecija
University of Science and Technology, San Isidro Campus.
Sampling Procedure
The research was based on the purposive sampling technique. The alternative use of
probability sampling was not considered due to limited time and sources. The researcher
contacted the respondents with the use of a questionnaire. The main goal of purposive
sampling was to focus on the characteristics of a population.
Research Instrument
This study utilized a survey questionnaire as the primary source of data. The
researchers prepared the instruments used by reading the questionnaire checklist of other
studies to obtain other ideas—the first part focuses on the respondents' profile, including their
age, sex, birth order, and the number of siblings. The second part focus on the involvement of
the parents in the education of the students. The third part comprised statements about the
impacts of parental pressure in students' different life aspects, including the physical, social,
emotional, and mental aspects. The last part was about the various actions on how to prevent
parental pressure
Data Gathering Procedure
In determining the impact of parental pressure among the respondents, the researcher
undertook the following steps: First, the researcher constructed a questionnaire for the
students to collect the necessary data. Second, the researcher asks permission from the
Campus Director. Third, the questionnaire was distributed to the respondents after securing
the permit. Copies of the approved questionnaire were distributed in order to gather the
relevant data. The instruments were retrieved after they were finished answering. The data
collected were scored, tallied and tabulated.
Statistical Treatment and Data Analysis
8 | International Journal of Scientific and Management Research 5(2) 6-13

Frequency count and percentage distribution were used to interpret the respondents'
profile and the parent's involvement in the education of the students. Meanwhile, the
weighted mean was used to analyze the impacts of parental pressure in different life aspects
of the respondents and the various ways on how the parent can prevent pressurizing their
children.
3. Result
Socio-demographic Profile of the Respondents
Table 1. Profile of the Respondents
Profile of the Respondents Frequency (F) Percentage (%)
Age below 12 years old 14 18.92
13 – 14 years old 39 52.70
15 – 16 years old 21 28.38
Sex Male 23 31.08
Female 51 68.92
Birth Order Oldest 25 33.78
Middle 18 24.32
Youngest 22 29.73
Only child 9 12.16
No. of Siblings 0 9 12.16
1 21 28.38
2 20 27.03
More than 1 14 18.92
Table 1 shows the profile of the respondents. Out of 74 respondents, the majority of
them or 39 (52.70%) had an age between 13 to 14 years old, 51 (68.92%) were female, 25
(33.78%) were the oldest or the first child in their family and 21 (28.38%) had one sibling.
Involvement of the Parents in the Education of the Respondents
Table 2 shows the respondent's involvement in the education of the respondents. The
data showed that 36 (48.65%) out of 74 states that their parents are moderately involved in
their education. It is followed by 20 (27.03%) parents sternly involved in their education, and
16 (21.62%) said their parents were slightly involved in their education. Only two
respondents said that their parents were not involved in their education.
Table 2. Involvement of the Parents in the Education of the Respondents
Level of Involvement Frequency (F) Percentage (%)
Not Involved 2 2.70
Slightly Involved 16 21.62
Moderately Involved 36 48.65
Strongly Involved 20 27.03

Impacts of Parental Pressure to the Respondents in Different Aspect

9 | International Journal of Scientific and Management Research 5(2) 6-13

Table 3. Impacts of Parental Pressure in Physical Aspect

Item Statements Mean Interpretation
1. Your parents punish you physically when you got 2.09 Rarely
low grades.
2. You deprived yourself from eating and sleeping to 2.72 Sometimes
study your lessons.
3. You lose weight because of too much stress. 1.93 Rarely
4. You are physically inactive to many activities. 2.32 Sometimes
5. You are suffering from self-mutilation. 1.92 Rarely
Average Weighted Mean 2.20 Rarely
Legend: 4.21 – 5.00 = very often; 3.41 – 4.20 = often; 2.61 – 3.40 = sometimes; 1.81 – 2.60 =
rarely; 1.00 – 1.80 = never
Table 3 shows the impacts of parental pressure on the respondents in the physical
aspect. The data revealed that the respondents rarely experience the following statements:
suffering from self-mutilation, losing weight because of too much stress, and punishing by
physical means when getting low grades. Also, the data showed that the respondents
sometimes experience being deprived of eating and sleeping to study their lessons and
physically inactive to many activities. The average weighted mean obtained was 2.20, which
implies that they rarely experience the impacts of parental pressure in the physical aspect.
Table 4. Impacts of Parental Pressure in Mental Aspect
Item Statements Mean Interpretation
1. You are useless when it comes to studying. 2.32 Rarely
2. You think that you are a disappointment. 2.23 Rarely
3. You think that everyone that surrounds you is 2.32 Rarely
your rival on being on top.
4. You think that you are not enough for the 2.32 Rarely
expectations of your parents throws at you.
5. You stress yourself too much to get high grades. 2.45 Rarely
Average Weighted Mean 2.35 Rarely
Legend: 4.21 – 5.00 = very often; 3.41 – 4.20 = often; 2.61 – 3.40 = sometimes; 1.81 – 2.60 =
rarely; 1.00 – 1.80 = never
Table 4 shows the impacts of parental pressure on the respondents in mental aspects.
The data revealed that the respondents rarely experience all the item statements such as
thinking that they are useless when it comes to studying, they are a disappointment in their
family, a rival surrounds them for being top, they are not enough for the expectations of their
parents and they are stress too much to get high grades. The average weighted mean obtained
was 2.35, which implies that they rarely experience the impacts of parental pressure in the
mental aspect.
10 | International Journal of Scientific and Management Research 5(2) 6-13

Table 5. Impacts of Parental Pressure in Emotional Aspect

Item Statements Mean Interpretation
1. You are crying when you got low grades. 2.38 Rarely
2. You feel that your abilities are not sufficient to 2.53 Sometimes
achieve your parent’s expectation.
3. You are worried that your capabilities are not 2.43 Rarely
enough for your parents.
4. You are motivated to study hard because of your 3.36 Often
parent’s expectation.
5. You are eager to make your parents proud. 3.47 Often
Average Weighted Mean 2.83 Sometimes
Legend: 4.21 – 5.00 = very often; 3.41 – 4.20 = often; 2.61 – 3.40 = sometimes; 1.81 – 2.60 =
rarely; 1.00 – 1.80 = never
Table 5 shows the impacts of parental pressure on the respondents in the emotional
aspect. The data revealed that the respondents rarely experience the worries that their
capabilities are not enough for their parents and crying when getting a low grade. Also, the
data showed that the respondents often experience being motivated to study hard because of
their parent’s expectations and the eagerness to make their parents proud. Last, they
sometimes feel that their abilities are not sufficient to achieve their parent’s expectations. The
average weighted mean obtained was 2.83, which implies that they sometimes experience
parental pressure in the emotional aspect.
Table 6. Impacts of Parental Pressure in Emotional Aspect
Item Statements Mean Interpretation
1. You don’t usually make friends because you feel 1.93 Rarely
that they are hindrance to your success.
2. You don’t have confidence because of your 2.20 Rarely
grades.
3. You are being competitive. 2.78 Sometimes
4. Social isolation or refusal to interact with anxiety 3.50 Sometimes
and peers.
5. You don’t usually interact with other people. 3.25 Rarely
Average Weighted Mean 2.35 Rarely
Legend: 4.21 – 5.00 = very often; 3.41 – 4.20 = often; 2.61 – 3.40 = sometimes; 1.81 – 2.60 =
rarely; 1.00 – 1.80 = never
Table 6 shows the impacts of parental pressure on the respondents in the social aspect.
The data revealed that the respondents rarely experience the following statements: do not
interact with other people, do not have confidence because of their grades and do not make
friends because they feel that it is a hindrance to their success. Also, the data showed that the
respondents sometimes experience being competitive and social isolation. The average
weighted mean obtained was 2.35, which implies that they rarely experience the impacts of
parental pressure in the social aspect
Different Ways to Prevent Parental Pressure
11 | International Journal of Scientific and Management Research 5(2) 6-13

Table 7. Possible ways to Prevent Parental Pressure

Item Statements Mean Interpretation
1. Instead of controlling their children, they should 2.27 Agree
rather give advice.
2. Always praise their children even in their small 2.22 Agree
achievements.
3. Be proud on their children’s ability even though 2.30 Agree
that’s not what they hope for.
4. Let their children decide for their future and in 2.41 Agree
decision making.
5. Don’t make a gap between them and always have 2.42 Agree
time to spend with family.
6. Support the ambitions of their children and help 2.20 Agree
them acquire it.
7. Listen on their excuses before punishing them if 2.34 Agree
they did something wrong.
8. Encourage them to study hard but not too much. 2.31 Agree
9. Let them learn their lesson from their mistake. 2.32 Agree
10. Make their children feel loved and appreciated 2.32 Agree
through actions and words.
Average Weighted Mean 2.31 Agree
Legend: 4.21 – 5.00 = strongly agree; 3.41 – 4.20 = agree; 2.61 – 3.40 = Slightly Agree; 1.81
– 2.60 = Disagree; 1.00 – 1.80 = Strongly Disagree
Table 7 shows the possible ways to prevent parental pressure. The data revealed that
the respondents agreed that all the item statements could prevent parental pressure.
According to them, giving advice rather than controlling them, praising them even in their
small achievements, being proud of whatever their ability, let them decide in their future and
decision making, always have time to be spent in family, supporting their ambitions and
helping them acquire them, listen on their excuses before punishing them if they did
something wrong, encourage them to study hard but not too much, let them learn their lesson
from their mistake and make them feel loved and appreciated through actions and words. The
average weighted mean obtained was 2.31, implying that they agree that the following
statements can help prevent parental pressure.
4. Discussion

The study intends to determine the impacts of parental pressure on the respondents
and the different ways to prevent parental pressure. Based on the result, they rarely and
sometimes experience statements related to the impacts of parental pressure in their physical
aspect. According to K.A (n.d.), the result was supported by that over-studying, in general,
can lead to excess and unwanted amounts of stress and tension that can burn you out. It can
develop health problems, depression, sleep deprivation and a lack of balance in their lives.
Next, they rarely experience all the statements related to the impacts of parental pressure in
their mental aspect. Brown et al. (2014) said that pressure becomes too much to the point of
frustrating the teens in school. His research discovered that parents who put much pressure on
their children by over-managing their lives might end up having cases of depression, low
self-esteem and competence. Meanwhile, in the emotional aspect, they often, sometimes and
12 | International Journal of Scientific and Management Research 5(2) 6-13

rarely experience the statements related to the impacts of parental pressure in their emotional
aspect. Jensen (2005) said that parents often use pressure and can be an incredible
motivational tool when applied in the right way. Pressure isn’t necessarily insufficient – it
can enhance motivation, concentration and enjoyment. That feeling of stress that often
accompanies a pressure situation can help keep you on your toes, ready to rise to a challenge.
Last, they rarely and sometimes experience the following statement related to the social
aspect.

Data revealed that they agree on all the statements that can prevent parental pressure
regarding the different ways to avoid parental pressure. Rogers et al., (2012) suggested that
parents must communicate with their children daily. Talk kindly but honestly with your
children about her interests and abilities and where she believes she has less interest and
ability. Children will grow and change, and so will her interests and abilities—plan to review
expectations with them, kindly.
5. Conclusion
The students were too young to experience pressure from their parents as they
belonged to thirteen to fourteen years old. Fortunately, most of them are eager and motivated
to make their parents proud when carrying expectations on their shoulders from their parents.
It is recommended that parents' positive attitude toward their children will gain positive
outcomes in relation to their children. Therefore, students must be guided and loved by their
parents to be good children and successful citizens in the future that all parents wish for.
Acknowledgements
The researchers want to thank the Campus Director, Area Chairs and colleagues for
their support and those who participate in completing this study. Above all, the authors would
like to lift and return the recognition to the Almighty God; this success would not be possible
without Him. To God be the glory.

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