Impact of Parental Pressure on Students Academic Performance and Psychological Well-Being: A Critical Review

Author

Thyme Tamuk, Tayum Saroh


Abstract

This review integrates and analyses the available body of evidence regarding the effects of parental academic pressure on student academic performance and mental health. In this study emphasis is placed on peer-reviewed studies published between 2020 and 2025, and foundational studies. While the clear consensus is that the integrating role of realistic parental expectations and proper involvement in child school activities leads to higher levels of academic performance, self-actualization and mental health, the uniform negative effect of intrusive and controlling parenting styles in school activities is also evidenced. In such cases, parental pressure and academic expectations create a hostile school environment that psychologically drain children and increase their risk of developing psychosomatic disorders, depressive symptoms, anxiety, self-handicapping and burnout. There is evidence that an effect of parental expectations on a child’s achievement and well-being is mainly based on how such expectations are framed, a child’s psychosocial and motivational development, the family’s psychosocial capital and the school’s and cultural environment. The evidence from India and other similar contexts highlight the importance of decoupling academic aspiration and coercion.


Keywords

Parental Involvement, Self Efficacy, Academic Stress, Parental Expectations



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References


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