CHAPTER 1

THE PROBLEM

INTRODUCTION

Academic achievement is a significant determinant of a student’s future opportunities

and success. Various factors influence a student’s performance, including personal motivation,
teacher support, peer influence, and parental involvement. Among these, parental expectations
play a crucial role in shaping students’ academic performance. Parents often establish
educational goals for their children based on their cultural, socio-economic, and educational
backgrounds. These expectations can serve as a powerful motivating force, encouraging
students to excel in their studies. However, excessive parental pressure can also lead to stress
and anxiety, potentially hindering academic performance.

The influence of parental expectations on the academic achievement of students has

been widely explored in educational psychology. Research has shown that the level of parental
involvement and the nature of their expectations significantly affect students’ motivation and
overall academic success. According to a study published in Redfame (2022), education holds
great importance in many cultures, and parents frequently see their children’s academic
success as a measure of family pride and achievement. Consequently, Filipino parents are
deeply involved in their children’s education, often establishing high expectations that create
different levels of academic pressure. Studies indicate that while elevated parental expectations
can boost academic performance by fostering motivation, excessive pressure can lead to
adverse effects, including increased stress and declining academic results.

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 A study conducted by students in the College of Teacher Education at Cebu Normal
University, Philippines, in 2022 revealed that parental involvement, a crucial component of
parental expectations, is strongly linked to students’ academic success. However, the research
also pointed out that the connection between parental expectations and performance is not
always straightforward. It suggests that elements such as the quality of parental engagement
and the child’s ability to manage stress and pressure should also be considered (Cebu Normal
University, 2022).

This research aims to explore the impact of parental expectations on the academic
achievements of junior high school students at East Gusa National High School. It will analyze
whether parental expectations serve as a motivational factor or a source of stress and how
students perceive and respond to these expectations. By examining these factors, the study
seeks to provide insights that can help parents and educators create a balanced approach to
supporting students in their academic journeys.

BACKGROUND OF THE STUDY

According to the book published in the Ateneo de Manila University institutional

repository, also known as Archīum ATENEO, parental expectations significantly influence the
academic performance of junior high school students. Filipino families prioritize their children’s
educational success, seeing it as a key objective. On the other hand, children view their
educational achievements as a way to honor their family obligations and satisfy their parents’
expectations. This mutual reliance indicates that decisions and actions related to education are

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seen as a reflection of the family as a whole, rather than just the individual student ( Archīum
ATENEO, 2022).

A study by Ginalyn Lupig shows that when parents are involved in their children's
education through activities like parenting, communication, volunteering, decision-making, and
working with the community, students tend to perform better academically, behave well, and
have higher aspirations. A study on Technology and Livelihood Education (TLE) revealed that
students with actively engaged parents typically displayed positive behavior and held ambitious
goals (Lupig, 2021).

Moreover, research conducted by Garcia and Cruz (2023) emphasizes that the
emotional climate within a household plays a crucial role in shaping students’ academic
outcomes. Supportive and nurturing parental relationships contribute to higher self-esteem,
increased motivation, and enhanced problem-solving abilities in students. Conversely, a high-
pressure environment with unrealistic expectations may lead to burnout, anxiety, and
diminished academic performance (Garcia & Cruz, 2023).

While having high expectations from parents can inspire students and lead to academic
success, it’s essential for parents to offer support and encouragement without creating
excessive pressure. A balanced approach helps create a positive learning atmosphere,
enhancing both academic performance and overall well-being. This study will further
investigate the extent to which parental expectations impact students’ motivation, stress levels,
and overall academic success, providing insights into effective strategies for fostering a
supportive educational environment.

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CONCEPTUAL FRAMEWORK

The conceptual framework of this study illustrates the relationship between parental
expectations and students’ academic achievements. The variable Parental Expectations
influences and shapes students’ attitudes, behaviors, and academic outcomes. On the other
hand, Academic Achievement is measured through students’ grades, motivation, and study
habits.

This study is anchored in two major theories:

1. Ecological Systems Theory (Bronfenbrenner, 1979) – This theory emphasizes that a

child’s development is influenced by various environmental systems, including the
family. Parental expectations are part of the microsystem that directly shapes students’
educational outcomes.

2. Expectancy-Value Theory (Eccles & Wigfield, 2002) – This theory suggests that
students’ academic performance is affected by their perceived value of an achievement
and their expectation of success. If parental expectations align with a child’s self-efficacy
and motivation, positive outcomes are likely; however, excessive pressure can diminish
motivation and lead to academic struggles.

Parental Academic
Expectations Achievements

Figure 1. Conceptual Framework.

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 In this framework, parental expectations act as an independent variable influencing
students’ academic performance. Depending on the level of support or pressure exerted, these
expectations can lead to either positive or negative academic outcomes. By incorporating
theories from Bronfenbrenner and Eccles & Wigfield, this study aims to analyze how parental
expectations interact with students’ motivation, well-being, and academic achievements.

STATEMENT OF THE PROBLEM

This study explores how parental expectations influence the academic achievements of
junior high school students in East Gusa National High School. Specifically, it seeks to answer
the following questions:

1. What is the correlation between the level of parental expectations and students’
academic performance as measured by their self-reported grades?
2. How do varying levels of parental expectations influence students’ study habits and time
spent on academic activities?
3. To what extent do parental expectations contribute to students’ feelings of stress and
academic pressure?
4. How significantly do parental expectations impact students’ self-esteem and perception
of their academic abilities?
5. What percentage of students use specific coping mechanisms, such as study groups,
extracurricular activities, or stress management techniques, to handle academic
pressure from their parents?

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SIGNIFICANCE OF THE STUDY

This study is significant as it provides a deeper understanding of how parental

expectations influence students’ academic achievements, motivation, and overall well-being. By
examining the effects—both positive and negative—of parental expectations, the research
offers insights that can benefit students, parents, and educators in fostering a balanced and
supportive learning environment.

For students, this study will help them recognize the impact of parental expectations on
their motivation, study habits, and academic performance. It will also encourage them to
develop self-awareness and effective stress management strategies to balance academic
pressures, ultimately promoting both academic success and emotional well-being.

For parents, the study will provide valuable insights into how their expectations shape
their children’s academic experiences. It will help them understand the importance of
maintaining a balance between setting high academic standards and offering the necessary
emotional and psychological support to create a positive learning atmosphere.

For future researchers, this research will serve as a reference for understanding the role
of parental expectations in student performance. It can help teachers develop strategies to
support students who may experience academic stress due to high parental expectations and

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facilitate communication between parents and students to create a more conducive learning
environment.

ASSUMPTIONS OF THE STUDY

This study operates under the assumption that parental expectations have a direct or
indirect impact on students’ academic performance, influencing their motivation, study habits,
and overall achievements. However, students respond differently to these expectations
depending on their personalities, resilience, and coping mechanisms. While high parental
expectations can serve as motivation for some students, excessive or unrealistic pressure may
lead to stress, anxiety, and academic disengagement. Additionally, it is assumed that parents
from different socioeconomic backgrounds set varying levels of expectations based on their
education, income, and social status, which further affects students’ academic experiences. A
crucial assumption of this study is that a healthy balance between parental expectations and
emotional support contributes to higher academic performance and better psychological well-
being among students. Furthermore, the study assumes that the quality of parental
involvement, particularly in terms of communication and encouragement, significantly
influences how students perceive and respond to academic expectations. These assumptions
provide the foundation for analyzing the effects of parental expectations on students’ academic
outcomes and well-being.

SCOPE AND LIMITATIONS OF THE STUDY

This study focuses on examining the impact of parental expectations on the academic
achievements of junior high school students at East Gusa National High School. It aims to
analyze how varying levels of parental expectations influence students’ motivation, study

7
habits, and overall academic performance. Data for this study will be collected through surveys
administered to students, providing insights into their experiences and perceptions regarding
parental expectations.

However, studying has certain limitations. It is confined to East Gusa National High
School, meaning the findings may not be generalizable to junior high school students from
other schools with different academic environments and parental influences. Additionally,
while the study centers on parental expectations, it does not account for other factors that may
also contribute to academic achievement, such as teacher support, peer influence, or
socioeconomic status. These limitations highlight the specific scope of the research while
acknowledging external variables that could affect students’ academic performance.

DEFINITION OF TERMS

Academic Achievement – The level of success students attain in their studies.

Academic disengagement – It refers to the lack of involvement in academic activities.

Aspiration – A hope or ambition of achieving something.

Autonomy – The ability to make your own choices and decisions.

Constructive Guidance – A helpful advice or feedback that’s intended to improve or correct

something.

Coping mechanism – It refers to the strategies or behaviors that individuals use to manage
stress, emotions, and challenging situations.

Counseling – guidance in resolving personal, social, or psychological problems and difficulties.

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Driving Force – a cause or factor that starts or keeps something in motion.

Elevated – It means raised or increased above a normal or expected level.

Excessive – It refers to something that goes beyond what is considered normal, reasonable, or
necessary.

Extracurricular – An activity that doesn’t count towards an academic credit.

Holistic Development – The social, emotional, physical, mental, and intellectual growth of a
person.

Learning Mediate – Helping or influencing how someone learns.

Mentorship – The guidance provided by a mentor, especially an experienced person in a

company or educational institutions.

Meta-analysis – A big study that combines results from many smaller studies to find a clear
answers.

Motivation – The internal process that drives an individual to take action and pursue their
goals.

Parental Expectations – The academic goals that parents set for their children.

Perceived – become aware or conscious of something.

Perception – The ability to see, hear, or become aware of something through the senses.

Resilience – The ability to recover from challenges and difficult situations.

Scrutinized – To examine or inspect closely and thoroughly.

Self efficacy – the belief that you can succeed at tasks and achieve goals.

Socioeconomic status – It refers to an individual’s or group’s social and economic position in

society, often based on income, education, and occupation.

Stress levels – The amount of psychological or emotional strain students experience.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews literature and studies that provide a foundation for understanding
the key concepts and findings related to the research. By examining these works, this chapter
aims to establish the study’s context, identify gaps in existing knowledge, and emphasize the
importance of the study.

RELATED LITERATURE IN FOREIGN SETTING

Parental expectations play a crucial role in shaping students’ academic performance,

influenced by various factors such as socioeconomic background, personality traits, and
perceived academic abilities. According to Raciti (2019), parental aspirations are moderated by
external drivers and barriers, along with perceptions of risk and student personality traits
(Verbree et al., 2021). The most immediate predictor of a child’s likelihood of pursuing higher
education is their current academic performance, which significantly shapes parental
expectations. A study conducted in Australia by Koshy et al. (2019), along with findings from
other studies (Goldenberg et al., 2001; Pinquart & Ebeling, 2020; Smyth, 2020; Zhang et al.,
2011), confirmed that parents’ expectations are primarily influenced by their assessment of
how well their child is performing in school.

In China, Wang and Bexci (2024) examined the relationship between parental
expectations and academic performance among high school students. Their findings indicated
that while parental expectations did not significantly influence students’ Grade Point Averages
(GPA), they had weak correlations with students’ stress, anxiety, and depression levels. This

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suggests that while academic pressure from parents does not directly contribute to
psychological distress, a balanced approach combining emotional support with constructive
guidance is essential in fostering student well-being. Another study conducted in rural China
analyzed the effects of family background and parental expectations on eighth graders’
academic achievement. The research highlighted that while socioeconomic status plays a role,
the family environment had a more significant impact. Parental involvement was found to be a
key mediator between socioeconomic status and academic performance, reinforcing its
importance in supporting students from disadvantaged backgrounds.

Similarly, Okeke, Nwikpo, and Anierobi (2020) examined the relationship between
parental expectations and adolescents’ academic achievements in South East Nigeria. Their
study found a positive correlation, indicating that higher parental expectations generally result
in better academic performance. Interestingly, this effect was consistent across both urban and
rural settings, suggesting that parental expectations influence students’ success regardless of
their location.

In the United Arab Emirates, Noursi and Al Daheri (2022) investigated the impact of high
parental expectations on middle school students’ overall academic performance. Their research
revealed that while parental involvement positively affects academic outcomes, excessively
high expectations may lead to stress and reduced motivation. Many students reported that
their parents set unrealistic goals without considering their abilities and interests, which could
hinder their academic progress. The study emphasized the importance of aligning parental
expectations with students’ capabilities and interests to foster motivation and ensure long-term
academic success.

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 Collectively, these studies illustrate that while parental expectations can serve as a
powerful motivator for academic achievement, they must be balanced with emotional support
and realistic goal-setting. Excessive academic pressure may have unintended negative
consequences, emphasizing the need for a supportive family environment that nurtures both
academic excellence and student well-being.

RELATED LITERATURE IN LOCAL SETTING

A recent study by Budiongan et al. (2024) examined the interplay between

socioeconomic status, parental expectations, and student motivation in predicting academic
performance among Grade 12 senior high school students. The quantitative study, conducted
with 99 participants, revealed that students from higher socioeconomic backgrounds benefited
from better educational resources, leading to improved academic outcomes. Parental
expectations were found to significantly motivate students by fostering a supportive learning
environment that encouraged academic excellence. Additionally, student motivation played a
crucial role in academic success, promoting effective study habits and resilience. These findings
highlight the importance of a holistic approach in educational policies, particularly in designing
interventions to support students from disadvantaged backgrounds.

Similarly, Derecho (2019) investigated the perceptions of junior high school students
regarding their parents’ roles in academic achievement at Sta. Anastacia-San Rafael National
High School. The study surveyed 342 students from grades 7 to 10, analyzing demographic
factors such as parental educational attainment, occupation, living arrangements, and family

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size. Results indicated that these demographic factors did not directly impact parental
involvement. However, active parental engagement—such as monitoring children’s academic
progress, promoting good study habits, and increasing participation in school activities—had a
significant positive effect on students’ academic performance. The study emphasized that while
parental demographic characteristics may not directly influence academic outcomes, the
quality and consistency of parental engagement play a critical role.

Additionally, a study conducted at Notre Dame of Midsayap College in Cotabato

explored the effects of parental pressure on students’ academic performance. The research
identified three primary forms of parental pressure: rewards and penalties, monitoring, and
support and encouragement. Findings showed that while rewards and penalties could serve as
motivational tools, excessive reliance on them might lead to psychological dependence and
diminished intrinsic motivation. Parental monitoring, characterized by close supervision and
awareness of children’s academic activities, was positively associated with better academic
performance. Moreover, parental support and encouragement—such as praising and
motivating students—were linked to higher academic achievement. These findings underscore
the importance of a balanced and supportive parental approach in fostering academic success
while avoiding excessive pressure that may negatively impact students’ motivation and well-
being.

Collectively, these studies highlight that in the Philippines, parental expectations and
involvement significantly contribute to students’ academic achievements. While socioeconomic
status and external pressures play a role, active and supportive parental engagement remains a

13
key factor in fostering student success. These findings call for more initiatives that promote
positive parental involvement to create conducive learning environments for students.

RELATED STUDIES IN FOREIGN SETTING

Parental expectations have been widely studied for their impact on students’ academic
performance across different cultural contexts. In Australia, research suggests that parents’
perceptions of their children’s academic abilities significantly shape their educational
expectations, which in turn positively influence academic outcomes. A comparative study found
that Chinese students reported higher perceived parental expectations and encouragement
than their Australian counterparts. However, within Australia, students from non-English-
speaking backgrounds, particularly Chinese-speaking students, experienced higher parental
aspirations, which were linked to improved academic performance (Zhao & Akiba, 2009).

In China, parental educational expectations are deeply embedded in cultural values that
emphasize academic excellence. A study examining Chinese high school students revealed that
while parental expectations did not significantly influence students’ Grade Point Averages
(GPA), they played a role in shaping students’ learning attitudes. Additionally, the study found
weak correlations between parental expectations and students’ stress, anxiety, and depression
levels, suggesting that other factors such as school workload and peer competition may have a
greater impact on psychological well-being (Wang & Bexci, 2024). Another study on left-behind
children—students whose parents have migrated for work—highlighted a strong positive
relationship between parental expectations and academic success. This study emphasized the
importance of not only high expectations but also emotional and intellectual support from
parents, even in cases of physical absence (Chouhan, 2024).

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 In South Korea, the high-pressure academic environment is strongly influenced by
parental expectations. The concept of “tiger parenting,” characterized by strict discipline and
demanding academic goals, has been scrutinized for its long-term effects on students. While
this approach can lead to short-term academic success, studies indicate that it may also
contribute to heightened stress levels and a decline in intrinsic motivation over time. A
comparative study between middle schools in the United States and South Korea found that
Korean parents’ strong emphasis on academic success, rooted in Confucian values, significantly
influenced student achievement. However, the study also pointed out that excessive pressure
might negatively affect students’ psychological well-being, highlighting the need for a more
balanced approach that fosters both academic success and emotional well-being (Otto, 2017).

The reviewed studies collectively emphasize that while high parental expectations can
drive academic success, they should be balanced with emotional support and realistic goal-
setting. Cultural and socioeconomic factors further shape the extent to which parental
expectations impact students’ academic achievements. Therefore, it is essential for parents to
provide not only high aspirations but also a supportive and nurturing environment to ensure
the holistic development of their children.

RELATED STUDIES IN LOCAL SETTING

Parental involvement and expectations are critical factors influencing the academic
performance of junior high school students in the Philippines. Several studies have explored
this relationship, highlighting the positive impact of engaged parenting on student outcomes.

15
 A study by Pinatil et al. (2022) investigated the correlation between parental
involvement and academic performance among education students at a state university in the
Philippines. The findings indicated that students perceived their parents as relatively involved in
their schooling, and this involvement was significantly associated with better academic
performance. The study concluded that increased parental engagement leads to improved
academic outcomes, emphasizing the importance of parents participating in their children’s
education.

Similarly, a study focused on junior high school students in Cebu examined the
correlation between parental involvement and academic performance. The research revealed a
significant positive relationship, suggesting that higher levels of parental involvement are
associated with better academic performance among students.

In another study, Ocampo (2023) explored the extent of parental involvement and its
impact on the academic performance of Grade 8 students at Baras National High School. The
research found that while parents were often involved in school-related activities and provided
family and emotional support, there was no significant relationship between parental
involvement and students’ academic performance. However, the study acknowledged that
parental involvement is associated with students’ academic performance, suggesting that other
factors may also play a role in influencing academic outcomes.

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 Moreover, a study by Naungayan et al. (2023) examined the involvement of working
parents in their children’s academic achievement. The research confirmed that high-quality
parental involvement positively influences a child’s academic performance, aligning with
previous studies that emphasize the importance of parental engagement in education.

Collectively, these studies underscore the significant role of parental expectations and
involvement in enhancing the academic performance of junior high school students in the
Philippines. They highlight the need for parents to actively participate in their children’s
education, as such involvement is generally associated with better academic outcomes.
However, it is also essential to consider other factors that may influence academic
performance, suggesting a multifaceted approach to student achievement.

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 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter reveals the method of research to be employed by the researchers in

conducting the study, including the research design, research locale, respondents of the study,
research instrument, data gathering procedures, and the appropriate statistical treatment of
data.

RESEARCH DESIGN

This study will employ a quantitative research design to examine the relationship
between parental expectations and academic achievement among junior high school students
at East Gusa National High School. A correlational design is appropriate as it allows for the
identification of associations between variable parental expectations and students’ academic
performance without manipulating any conditions. To ensure a representative sample, the
study will utilize stratified random sampling, selecting students from different grade levels
(Grades 7–10) to capture variations in academic experiences and parental influences. Data will
be collected through survey questionnaires designed to assess students’ perceptions of their
parents’ expectations, including academic goals, involvement levels, and the pressure they feel.
The questionnaire will include a Likert-scale checklist, allowing for the quantification of
responses and facilitating statistical analysis. To analyze the data, descriptive statistics will be
used to summarize the findings and identify trends in parental expectations and student
performance. Additionally, correlation analysis will be conducted to determine the strength and
direction of the relationship between parental expectations and students' academic
achievement. If applicable, regression analysis may also be performed to assess whether
parental expectations significantly predict academic performance. By employing a structured
quantitative approach, this study aims to provide measurable and statistically supported

18
insights into how parental expectations influence students’ academic success, motivation, and
well-being.

RESEARCH LOCALE

This study is conducted at East Gusa National High School, a secondary education
institution that serves junior high school students from Grades 7 to 10. The school was selected
as the research site due to its well-structured academic programs, diverse student population,
and accessibility for data collection. As an educational institution that accommodates students
with varying levels of parental involvement and a wide range of academic performance, East
Gusa National High School provides an ideal setting for examining the influence of parental
expectations on students’ academic success. The school environment plays a crucial role in
shaping students’ academic experiences, making it a fitting location for this research. The
willingness of students to participate further supports the choice of this institution as the
research locale. Additionally, the approval granted by the school administration ensures a
smooth and ethical data collection process, allowing for a comprehensive analysis of how
parental expectations affect academic achievement.

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 Figure 2.

RESPONDENTS OF THE STUDY

The respondents of this study consist of junior high school students from Grades 7 to 10
at East Gusa National High School. A total of 60 students are selected using stratified random
sampling, with 15 students from each grade level (Grade 7, Grade 8, Grade 9, and Grade 10).
This method ensures equal representation across all grade levels, allowing for a more balanced
and comprehensive analysis of how parental expectations influence academic achievement at
different stages of junior high school. By including students from various academic levels and
backgrounds, the study aims to capture a diverse range of experiences and perspectives,
enhancing the reliability and generalizability of the findings.

TABLE 1

RESPONDENTS NUMBER OF
RESPONDENTS
GRADE 7 15
GRADE 8 15
GRADE 9 15
GRADE 10 15
TOTAL 60

SAMPLING PROCEDURE

This study employs a simple random sampling method to ensure equal representation
of junior high school students from Grades 7 to 10 at East Gusa National High School. A total of
60 students are selected, with 15 students from each grade level, allowing for a balanced

20
analysis of how parental expectations influence academic achievement across different stages
of junior high school. Stratified random sampling ensures that findings are not biased toward
any particular grade and that diverse academic experiences are considered. The selection
process is conducted randomly among students who voluntarily agree to participate. Before
data collection, informed consent is obtained to uphold ethical research practices. To maintain
confidentiality, the identities of all respondents are kept anonymous, and their responses are
used solely for research purposes. This method aligns with the study’s quantitative research
design, ensuring a fair distribution of participants and enabling accurate statistical analysis of
the relationship between parental expectations and academic achievement.

RESEARCH INSTRUMENT

The primary research instrument used in this study is a survey questionnaire designed to
evaluate parental expectations and their influence on the academic success of junior high
school students at East Gusa National High School. The questionnaire aligns with the study’s
quantitative research design, ensuring that the data collected is measurable and suitable for
statistical analysis.

The questionnaire consists of two main sections. The first section gathers demographic
information, including grade level, age, gender, and parents’ highest educational attainment, to
provide context for the research. The second section, the Parental Expectations Scale, assesses
various aspects of parental expectations and their effects on students’ academic experiences.

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VALIDATION TECHNIQUE

The Likert scale was used by the researchers. This psychometric scale is commonly used
in studies that use questionnaires. Although there are other forms of rating scales, it is the
method that is most often used to scale responses in survey research, leading to the word being
frequently used interchangeably with rating scale. Respondents to Likert items rank their level
of agreement or disagreement with a set of items on a symmetric agree-disagree scale. As a
result, the range reflects how strongly they feel about certain item. Simply said, a Likert item is
a statement that the respondent is asked to rate by proving a specific value on any type of
subjective or objective dimension, with the level of agreement/disagreement being the basis.

RELIABILITY and VALIDITY

To ensure reliability, the questionnaire will first undergo a pilot study with a small
group of students to assess its internal consistency. Cronbach’s Alpha will be used to evaluate
the reliability of the survey items, ensuring that they yield stable and consistent results. For
validity, education experts will review the questionnaire to determine whether the items
effectively measure parental expectations and their influence on academic achievement.
Content validity will be established by aligning the survey questions with well-recognized
theoretical frameworks, such as Bronfenbrenner’s Ecological Systems Theory and Eccles &
Wigfield's Expectancy-Value Theory. Furthermore, construct validity will be assessed through
correlation analysis to verify that the instrument accurately measures the relationship between
parental expectations and students’ academic performance.

DATA GATHERING PROCEDURE

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 The data collection process for this study follows a structured approach to ensure
accuracy, reliability, and ethical compliance. It consists of four key stages: preparation, survey
distribution, data collection, and data organization.

During the survey distribution stage, the questionnaire is administered to 60 selected

students, with 15 students from each grade level (Grades 7 to 10). To facilitate participation,
the surveys are distributed as printed copies, accompanied by clear instructions to help
respondents understand how to properly complete the questionnaire. Students are given
sufficient time to answer the survey at their own pace to ensure thoughtful and accurate
responses.

In the data collection stage, completed surveys are gathered and checked for
completeness and consistency. Any unclear or missing responses are noted, and follow-ups may
be conducted to clarify answers while strictly adhering to ethical research guidelines, such as
maintaining the confidentiality and anonymity of the participants.

Finally, in the data organization stage, the collected responses are systematically
recorded and prepared for statistical analysis. To ensure accuracy in data interpretation, an
expert in statistics will be consulted to assist in processing and analyzing the results. This
structured data-gathering approach ensures that the study yields reliable and valid findings on
the relationship between parental expectations and academic achievement among junior high
school students.

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SCORING and CATEGORIZATION OF VARIABLES

The following provides the basis for understanding the study’s findings using the rating
equivalent of the response value.

Agreement

Scal
e Mean Description
1 1.0 – 1.75 Strongly Disagree
2 1.76 – 2.50 Disagree
3 2.51 – 3.25 Agree
4 3.26 – 4.0 Strongly Agree

Table 2.

DATA ANALYSIS

The data collected will be analyzed using descriptive statistics to summarize responses,
identify trends and patterns in students’ experiences. Additionally, correlation analysis will
determine the strength and direction of the relationship between parental expectations and
academic achievement. If applicable, regression analysis may also be performed to assess

24
whether parental expectations significantly predict students’ academic performance. By
aligning the research instrument with the survey questions, this stud’ ensures a structured
approach to measuring parental expectations and their impact on students’ academic success,
motivation, and well-being.

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter examined how the researchers’ data was presented, examined, and
interpreted. To respond to the concerns raised in the problem statement, current data were
researched and documents were evaluated. The information was obtained from the survey
questionnaire and presented, examined, and evaluated in accordance with the problem’s
statement in Chapter 1’s Statement of the Problems.

Problem 1. What is the correlation between the level of parental expectations and students’
academic performance as measured by their self-reported grades?

Statements Mean Description Interpretation

My parents have high expectations Most students recognize high
for my academic performance. 2.75 Agree parental expectations.
My parents regularly check my Strong parental involvement is
grades and school progress. 2.83 Agree evident.
I feel motivated to study because of Many students see expectations as a
my parents’ expectations. 3.13 Agree source of motivation.
My academic performance aligns Most students believe they meet
with my parents’ expectations. 2.97 Agree their parents’ expectations.

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My parents’ expectations push me to Parental expectations drive students
work harder in school. 2.92 Agree to exert effort in academics.

Table 3.

The table from the survey indicates that parental expectations play a significant role in shaping
students’ academic behaviors and motivation, aligning with previous studies on parental
influence in education. Based on the Likert-scale responses, the majority of students (Strongly
Agree and Agree responses) perceive their parents’ expectations as a motivating factor rather
than a burden. This is particularly evident in the statement “I feel motivated to study because
of my parents’ expectations,” where a significant number of students responded positively.
This supports the study of Eccles and Wigfield (2002), who proposed in the Expectancy-Value
Theory that when students perceive high parental expectations, they develop a stronger sense
of purpose and motivation toward academic achievement.

Furthermore, the highest agreement was observed in the statement “My parents regularly
check my grades and school progress,” suggesting that a large percentage of parents actively
monitor their children’s education. This finding aligns with the research of Lupig (2020), which
states that parental involvement, including monitoring school progress and setting academic
goals, positively influences students’ academic success. Such involvement fosters a sense of
responsibility among students, reinforcing the idea that parental engagement enhances
academic motivation and discipline.

26
In contrast, the response to “My parents’ expectations push me to work harder in school”
reflects a mixed perception. While many students agree with this statement, some disagree,
indicating that for certain students, high parental expectations may induce stress rather than
motivation. This finding resonates with Bronfenbrenner’s Ecological Systems Theory, which
explains that children’s development is influenced by their immediate environment, including
parental expectations, which can be either supportive or overwhelming depending on the
child’s coping mechanisms (Bronfenbrenner, 1979).

Additionally, the statement “My academic performance aligns with my parents’ expectations”
received a relatively high mean score, demonstrating that most students believe they meet
their parents’ academic standards. However, a few students reported discrepancies between
their performance and parental expectations, which could indicate pressure or anxiety due to
unrealistic academic demands. Research by Wang and Eccles (2013) highlights that while high
parental expectations can be beneficial, excessive pressure without emotional support can lead
to anxiety, low self-esteem, and academic burnout.

Problem 2. How do varying levels of parental expectations influence students’ study habits
and time spent on academic activities?

Statements Mean Description Interpretation

Students acknowledge the need to
I dedicate enough time to studying meet parental expectations but may
2.6 Agree
to meet my parents’ expectations. struggle to allocate sufficient study
time.
I use structured study methods 3.3 Strongly Many students adopt structured study
(e.g., note-taking, online resources) Agree habits to fulfill parental expectations,
to meet academic expectations. indicating a positive academic

27
 influence.
While some students feel capable,
I feel confident that I can meet my others experience self-doubt or
2.75 Agree
parents’ academic expectations. pressure in meeting parental
expectations.
Some students perceive a lack of
My parents encouraged me to
2.37 Disagree direct parental support in fostering
develop good study habits.
effective study routines.
I feel a sense of accomplishment Most students feel a strong sense of
Strongly
when I meet my parents’ academic 3.32 fulfillment when they achieve
Agree
expectations. academic goals set by their parents.

Table 4.

The data presented in the table above provides insights into how parental expectations
influence students’ study habits, motivation, and sense of achievement. The responses indicate
varied perceptions of students regarding the role of parental expectations in shaping their
academic behaviors. The highest mean score (3.32) was recorded for the statement “I feel a
sense of accomplishment when I meet my parents’ academic expectations,” with most
students either strongly agreeing or agreeing. This suggests that parental expectations serve as
a motivating factor, reinforcing the idea that students derive fulfillment from meeting their
parents’ academic standards. This finding aligns with Eccles and Wigfield’s (2002) Expectancy-
Value Theory, which emphasizes that when students see value in academic achievement and
believe in their ability to succeed, they are more likely to feel motivated.

Similarly, the statement “I use structured study methods (e.g., note-taking, online resources)
to meet academic expectations” received a high mean score of 3.3, indicating that students

28
adopt effective study strategies in response to parental expectations. This supports previous
research (Gonzalez et al., 2014) that highlights the positive influence of parental involvement
on students’ academic self-regulation and study behaviors.

However, the statement “I dedicate enough time to studying to meet my parents’

expectations” yielded a moderate mean score of 2.6, suggesting that not all students feel they
allocate sufficient study time due to parental expectations. This could imply challenges in time
management or a potential gap between parental expectations and students’ actual study
behaviors.

A notable finding is the lowest mean score (2.37) for the statement “My parents encourage me
to develop good study habits,” which falls under the “disagree” category. This suggests that
some students perceive a lack of direct encouragement from their parents regarding study
habits. This may indicate that while parents have high expectations, they may not always
provide the necessary guidance or support to help students develop effective study routines.
This aligns with research by Grolnick and Ryan (1989), who found that autonomy-supportive
parental involvement, rather than controlling pressure, is more effective in fostering students’
academic motivation.

Lastly, the statement “I feel confident that I can meet my parents’ academic expectations”
received a mean score of 2.75, indicating a moderate level of confidence among students

29
regarding their ability to fulfill parental academic standards. While some students feel capable,
others may experience doubts or pressure, which could be linked to factors such as unrealistic
expectations, lack of parental support, or external academic challenges (Wang & Eccles, 2013).

Problem 3. To what extent do parental expectations contribute to students’ feelings of stress

and academic pressure?

Mea
Statement Description Interpretation
n
Most students do not feel excessive stress
I often feel stressed due
due to parental expectations, suggesting
to my parents’ academic 2.37 Disagree
they may have developed coping
expectations.
mechanisms or receive sufficient support.
My parents’ expectations
Many students experience pressure from
cause me to feel
2.75 Agree parental expectations, which may serve as
pressured to perform
both a motivation and a source of anxiety.
well.
I worry about A significant number of students fear
disappointing my parents disappointing their parents, which may
3.12 Agree
if I don’t achieve high influence their self-esteem and academic
grades. motivation.
I experience anxiety Students report experiencing anxiety
when I do not meet my when failing to meet expectations,
2.63 Agree
parents’ academic indicating that parental pressure can
expectations. contribute to stress-related concerns.
My parents react A majority of students perceive negative
3.12 Agree
negatively when I do not parental reactions to poor academic

30
 performance, which may impact their
achieve high grades.
emotional well-being and motivation.

Table 5.

The data above reveals that parental expectations significantly influence students’ emotions
and academic behaviors, with both positive and negative effects. The mean score of 2.37 for
the statement “I often feel stressed due to my parents’ academic expectations” suggests that
most students do not perceive parental expectations as overwhelmingly stressful. This finding
aligns with Deci and Ryan’s (1985) Self-Determination Theory, which emphasizes that external
expectations can be internalized as motivation when students feel competent and supported.
However, the statement “My parents’ expectations cause me to feel pressured to perform
well” received a mean score of 2.75 (Agree), indicating that while expectations may not always
cause stress, they do create a sense of pressure to succeed.

Additionally, the data suggests that fear of disappointing parents is a common concern among
students. The statement “I worry about disappointing my parents if I don’t achieve high
grades” received a mean of 3.12 (Agree), highlighting that many students feel a strong
obligation to meet parental standards. Eccles’ Expectancy-Value Theory (1983) explains this by
stating that parental beliefs about education shape students’ motivation, performance goals,
and self-worth. The findings also show that parental reactions play a crucial role in shaping
students’ academic stress and emotional well-being. The mean score of 3.12 (Agree) for “My
parents react negatively when I do not achieve high grades” suggests that students are aware
of or have experienced negative parental responses, which could contribute to performance
anxiety and fear of failure. Research by Pomerantz et al. (2005) supports this, indicating that

31
when parents set excessively high expectations without providing emotional support, students
may develop anxiety and reduced self-efficacy.

Moreover, the statement “I experience anxiety when I do not meet my parents’ academic
expectations” received a mean score of 2.63 (Agree), reinforcing the idea that academic
pressure can lead to stress and anxiety. This aligns with Lazarus and Folkman’s (1984)
Transactional Model of Stress and Coping, which states that stress is experienced when
individuals perceive demands to exceed their ability to cope. In this case, students who lack
strong coping strategies may experience heightened anxiety in response to parental pressure.
However, some level of pressure can be motivating, as highlighted in a study by Grolnick & Ryan
(1989), which found that moderate parental expectations, coupled with autonomy and support,
can enhance academic engagement and performance.

Problem 4. How significantly do parental expectations impact students’ self-esteem and

perception of their academic abilities?

Statements Mean Description Interpretation

My parents’ expectations make Parental expectations boost students’
Strongly
me feel confident in my academic 3.30 confidence and belief in their academic
Agree
abilities. abilities.
I feel like I am never good enough Some students experience self-doubt
because of my parents’ academic 3.05 Agree due to the pressure of meeting parental
expectations. expectations.

32
My self-esteem is negatively Students’ self-esteem is impacted when
affected when I fail to meet my 2.75 Agree they struggle to meet their parents’
parents’ expectations. expectations.
My parents’ support helps me Many students do not feel sufficient
feel more confident about my 2.37 Disagree parental support in their academic
studies. journey.
I believe I can succeed Students maintain confidence in their
Strongly
academically regardless of my 3.30 academic success, even independently
Agree
parents’ expectations. of parental expectations.

Table 6.

The data above indicates that parental expectations have a dual impact on students’ confidence
and self-perception. The highest-rated statements, “My parents’ expectations make me feel
confident in my academic abilities” and “I believe I can succeed academically regardless of my
parent’s expectations”, both have a mean of 3.30 (Strongly Agree). This suggests that many
students view parental expectations as a source of motivation, reinforcing their belief in their
own academic abilities. This finding is supported by Eccles’ Expectancy-Value Theory (1983),
which posits that when students perceive expectations positively, they develop greater
confidence and perseverance in academic tasks.

However, the data also highlights the potential negative effects of parental expectations. The
statement “I feel like I am never good enough because of my parents’ academic expectations”
received a mean of 3.05 (Agree), while “My self-esteem is negatively affected when I fail to
meet my parents’ expectations” had a mean of 2.75 (Agree). These results suggest that while

33
expectations can be motivating, they can also lead to self-doubt and diminished self-esteem if
students feel they are not meeting their parents’ standards. This aligns with research by
Pomerantz et al. (2005), which found that excessively high parental expectations without
emotional support can contribute to lower self-esteem and anxiety in students.

Interestingly, the statement “My parents’ support helps me feel more confident about my
studies” received a mean of 2.37 (Disagree), indicating that some students do not perceive
strong parental support in their academic journey. This suggests that while expectations are
present, the emotional and motivational support needed to complement these expectations
may be lacking. According to Deci and Ryan’s Self-Determination Theory (1985), students are
more likely to thrive when they receive both high expectations and emotional encouragement,
as this fosters autonomy, competence, and motivation.

Problem 5. What percentage of students use specific coping mechanisms, such as study
groups, extracurricular activities, or stress management techniques, to handle academic
pressure from their parents?

Statements Mean Description Interpretation

I talk to my friends or family when Students rely on social support from
2.82 Agree
I feel pressured by my parents. friends or family as a coping strategy.
I engage in hobbies or Students participate in extracurricular
extracurricular activities to relieve 2.82 Agree activities to help manage academic
academic stress. stress.
I study harder when I feel Some students use academic pressure
pressured by my parents’ 2.82 Agree as motivation to improve their
expectations. performance.

34
 Many students perceive their parents
I feel supported by my parents in Strongly
2.95 as supportive in handling academic
managing my academic stress. Agree
stress.
I would prefer my parents to Students desire encouragement from
encourage me without pressuring 2.95 Agree parents but prefer it to come with less
me too much. pressure.

Table 7.

The data above reveals that students adopt various coping mechanisms to manage the pressure
of parental expectations. The statements “I talk to my friends or family when I feel pressured
by my parents”, “I engage in hobbies or extracurricular activities to relieve academic stress”,
and “I study harder when I feel pressured by my parents’ expectations” all received a mean of
2.82 (Agree). This suggests that students actively seek social and recreational outlets to manage
academic stress, supporting Lazarus and Folkman’s (1984) Stress and Coping Theory, which
emphasizes the importance of both problem-focused and emotion-focused coping strategies.
Social support from friends and family and participation in extracurricular activities help
students regulate stress and maintain academic motivation.

Additionally, the statement “I feel supported by my parents in managing my academic stress”

received the highest mean of 2.95 (Strongly Agree), indicating that some students perceive
their parents as supportive despite high expectations. This aligns with Deci and Ryan’s (1985)
Self-Determination Theory, which highlights the role of parental support in fostering students’
intrinsic motivation and resilience. However, the similar rating of 2.95 (Agree) for the
statement “I would prefer my parents to encourage me without pressuring me too much”
suggests that while students appreciate their parents’ support, they also desire a more
balanced approach that prioritizes encouragement over pressure. Research by Grolnick (2009)

35
emphasizes that autonomy-supportive parenting, rather than controlling behavior, leads to
better academic and psychological outcomes.

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

The key features of the research are stated in this section. It presents the researchers’
summary, findings, conclusions, and recommendations in a concise form.

SUMMARY

This study aimed to examine the impact of parental expectations on students’ academic
experiences, including motivation, stress levels, coping mechanisms, and overall academic
performance. Using a survey questionnaire, data were collected from junior high school
students at East Gusa National High School. The study analyzed students’ perceptions of their
parents’ expectations and how these influenced their study habits, self-esteem, and emotional
well-being. The results revealed that while parental expectations can serve as a source of
motivation, they can also contribute to academic pressure and stress. Students employ various
coping strategies, including social support and extracurricular activities, to manage stress.
Furthermore, they expressed a preference for encouragement over excessive pressure from
their parents.

FINDINGS

1. Parental expectations as motivation – Many students feel motivated to perform well

academically due to their parents’ expectations, with some using academic pressure as a
driving force to study harder.

36
 2. Stress and anxiety – A significant number of students experience stress and anxiety
when they feel they are not meeting their parents’ expectations. Some report feelings of
self-doubt and low self-esteem.
3. Coping strategies – Students rely on social support from friends and family, as well as
participation in extracurricular activities, to manage academic stress.
4. Parental support – While many students feel supported by their parents, they also
prefer a more balanced approach where parents encourage them without exerting
excessive pressure.
5. Desire for autonomy – Students express a preference for autonomy-supportive
parenting, where their efforts are acknowledged, and they are encouraged to succeed
at their own pace rather than being pressured.

CONCLUSION

Based on the findings, the study concludes the following:

1. Parental expectations play a dual role – While they can serve as motivation for
students, they can also contribute to increased stress and anxiety.
2. Coping mechanisms help regulate stress – Students who engage in social interactions
and extracurricular activities tend to cope better with academic pressure.
3. Supportive parenting leads to better academic and emotional outcomes –
Encouragement from parents, rather than excessive pressure, is linked to higher self-
confidence and academic motivation.
4. A balanced approach is necessary – To optimize student performance and well-being,
parents should adopt a supportive rather than controlling approach, ensuring that
expectations remain realistic and motivational rather than overwhelming.

37
RECOMMENDATION

Based on the findings, the study provides the following recommendations:

1. For parents – Adopt a balanced and supportive approach to academic expectations,

ensuring that encouragement does not turn into excessive pressure. Provide emotional
support, acknowledge students’ efforts, and foster a positive learning environment.
2. For students – Develop healthy coping strategies, such as time management, stress-
relief activities, and open communication with parents about academic challenges.
3. For educators – Implement programs that promote stress management and emotional
well-being among students. Schools should also provide counseling and mentorship to
help students handle academic pressure effectively.
4. For future researchers – Conduct further studies on the long-term effects of parental
expectations on students’ mental health and academic success. Exploring different
family backgrounds, socioeconomic factors, and cultural influences on parental
expectations could provide deeper insights.

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 APPENDIX A

(LETTER OF REQUEST TO ADMINISTER THE SURVEY)

PHINMA CAGAYAN DE ORO COLLEGE

BASIC EDUCATION DEPARTMENT
MAX SUNIEL ST., CARMEN, CAGAYAN DE ORO CITY
_____________________________________________________________________________________

Mr. Manuel Lincaro Jr.

Principal
East Gusa National High School
4A Purok, Gusa, Cagayan de Oro City

Dear Mr. Lincaro,

Good Day!

We are a group of Grade 10 students from PHINMA Cagayan de Oro College working on a research study. I am writing to formally seek your
permission to conduct a research study at East Gusa National High School as part of our final academic requirements. We have chosen your
esteemed institution for our study titled “The Impact of Parental Expectations on the Academic Achievements of Junior High School Students
in East Gusa National High School”.

Our study focuses on exploring how parental expectations influence the academic performance and overall well-being of junior high school
students. Parental expectations are often considered a significant factor in shaping a student’s academic journey. This research seeks to
understand the extent to which these expectations contribute to students’ academic success, motivation, and self-esteem.

We believe that your school is perfect for this study due to its diverse student population and strong academic culture. We are confident that
the insights from your students will greatly help us finish our research with a deeper understanding of this topic. With your approval, we plan to
collect data through surveys with a group of students from Grade 7 to Grade 10. Participation is completely voluntary. We would also like to ask

43
for permission to include the name of the school in our research paper. We assure you that all information gathered will be treated with the
highest level of confidentiality and used solely for academic purposes.

We kindly request your permission to proceed with this research. Your support in facilitating this study would be greatly appreciated. Thank you
for considering our request. We look forward to your positive response.

Respectfully yours,

Hairah B. Montay
Research Group Facilitator
PHINMA Cagayan de Oro College

Noted by:
MR. JASTINE JACOB P. EBABACOL
SUBJECT TEACHER

APPENDIX B

(SURVEY QUESTIONNAIRE)

Name (optional): _______________________________________ Sex: _____

Grade Level and Section: __________________________

“The Impact of Parental Expectations on the Academic Achievements of Junior High School Students in East Gusa National High School”

Read each question carefully. CHECK the most appropriate response that best reflects your personal experiences and opinions. Answer honestly
—there are no right or wrong answers. Your responses will remain confidential and anonymous. DO NOT LEAVE ANY QUESTION BLANK.

Stron Strongl
Disag
gly Agre y
Statements ree
agre e (3) disagre
(2)
e (4) e (1)
My parents have high
expectations for my
academic performance.
My parents regularly
check my grades and
school progress.
I feel motivated to study
because of my parents’
expectations.
My academic
performance aligns with
my parents'
expectations.

44
 My parents’
expectations push me to
work harder in school.

Stron Strongl
Disag
gly Agre y
Statements ree
Agre e (3) disagre
(2)
e (4) e(1)
I dedicate enough time
to studying to meet my
parents' expectations.
I use structured study
methods (e.g., note-
taking, online resources)
to meet academic
expectations.
I feel confident that I
can meet my parents’
academic expectations.
My parents encourage
me to develop good
study habits.
I feel a sense of
accomplishment when I
meet my parents’
academic expectations.

Stron Strongl
Disag
gly Agre y
Statements ree
agre e (3) disagre
(2)
e (4) e (1)
I often feel stressed due
to my parents’ academic
expectations.
My parents’
expectations caused me
to feel pressured to
perform well.
I worry about
disappointing my
parents if I don’t achieve
high grades.
I experience anxiety

45
when I do not meet my
parents’ academic
expectations.
My parents react
negatively when I do not
achieve high grades.

Stron Strongl
Disag
gly Agre y
Statements ree
Agre e (3) disagre
(2)
e (4) e (1)
My parents’
expectations make me
feel confident in my
academic abilities.
I feel like I am never
good enough because of
my parents' academic
expectations.
My self-esteem is
negatively affected
when I fail to meet my
parents' expectations.
My parents' support
helps me feel more
confident about my
studies.
I believe I am capable of
succeeding
academically regardless
of my parents'
expectations.

Stron Strongl
Disag
gly Agre y
Statements ree
Agre e (3) Disagre
(2)
e (4) e (1)
I talk to my friends or
family when I feel
pressured by my
parents.
I engage in hobbies or
extracurricular activities
to relieve academic

46
stress.
I study harder when I
feel pressured by my
parent's expectations.
I feel supported by my
parents in managing my
academic stress.
I would prefer my
parents to encourage
me without pressuring
me too much.

47