Chapter II

Review of Related Literatures and Studies

Introduction

In the Filipino cultural context, family plays a crucial role in shaping an

individual’s life and success. With deeply rooted values of respect, familial duty, and

interdependence, Filipino students often experience considerable pressure from their

families to excel academically.

This pressure, though typically driven by the desire to see children succeed,

can have complex implications on students’ emotional well-being, academic

performance, and long-term mental health. As the role of education in securing

economic stability and upward mobility continues to grow in the Philippines, the

expectation for students to meet high academic standards remains central to family

life.

The desire for educational success within Filipino families is rooted in the

cultural belief that education is the primary means of achieving upward social

mobility (Castro & Santos, 2017). Many parents in the Philippines view their

children’s academic achievements as a reflection of their hard work and sacrifices,

believing that success in school can ultimately lead to better job opportunities and a

more stable life. However, as documented by Garcia (2016), this heightened

expectation often translates into significant academic pressure for students, leading to

stress, anxiety, and in some cases, mental health challenges. This is particularly true

for students who feel the weight of their family's hopes for academic success but

struggle with their own academic abilities or personal aspirations. Studies by

Mendoza and Tan (2018) show that Filipino students in lower socio-economic classes

tend to experience more intense family pressure. For many of these students,
achieving academic success is viewed as the only path to escape poverty, which

amplifies the pressure to succeed. The study further found that these students often

perceive their academic performance not just as a personal achievement but as a

familial obligation, intensifying the stress they face.

The emotional toll of such expectations can manifest in symptoms of anxiety,

burnout, and depression, as students fear disappointing their families. Perez and Reyes

(2019) also argue that the financial sacrifices that families make to send their children

to school contribute to the pressure to perform, adding an additional layer of guilt

when students underperform.

The hierarchical structure of Filipino families, where parents and elders hold

significant authority, also plays a central role in shaping the nature of family pressure.

According to Dizon (2020), Filipino parents are often deeply involved in their

children's educational and career choices, sometimes exerting pressure to pursue

specific fields like medicine, law, or engineering. These professions are highly

regarded in Filipino society, and parents frequently push their children toward these

careers to secure social status and financial stability.

However, this imposition of career choices can lead to feelings of frustration,

as students may feel trapped in a path that does not align with their own interests or

talents. Santos and Cruz (2020) found that students who felt forced into such career

paths reported experiencing higher levels of anxiety and dissatisfaction with their

education. While family pressure can result in negative psychological outcomes, some

studies indicate that it can also serve as a motivational tool when exerted in a

supportive and encouraging manner.

For instance, the study by Reyes and Antonio (2017) highlighted that when

parents offer emotional support along with academic pressure, students are more
likely to view their academic challenges as opportunities for growth, rather than

insurmountable obstacles.

These students, according to the study, tend to perform better academically

and report higher levels of motivation, resilience, and overall well-being. However,

when pressure is accompanied by a lack of emotional validation, the results can be

detrimental, as seen in the research by Santos (2019), which found that students who

faced unsupportive or overly demanding parental expectations often experienced

higher rates of mental health issues, including depression and self-esteem issues.

In addition to academic outcomes, family pressure also influences students'

personal relationships and social lives. The research conducted by Luna and Tolentino

(2020) revealed that students who experienced high levels of family pressure often

found it difficult to maintain a healthy work-life balance. These students were more

likely to report social isolation, as they were expected to prioritize academic success

over extracurricular activities or personal time. The pressure to perform academically

can create significant emotional distance between students and their peers, leading to

feelings of loneliness and alienation.

The mental health implications of family pressure have become a growing

concern in recent years. According to the findings of Cruz and Solis (2018), Filipino

students who face high academic expectations are more likely to develop symptoms

of depression, anxiety, and stress. The study further suggests that while family

pressure can act as a motivator for academic achievement, it can also have adverse

consequences on students’ emotional and psychological well-being. The pressure to

meet high standards, combined with the fear of failure, can lead to mental health

challenges, which may be exacerbated by the cultural stigma surrounding mental

health in the Philippines. Mental health services and counseling for students dealing
with academic stress are still underdeveloped, leaving many students without

adequate support to cope with the emotional challenges they face.

A several research, both domestic and international, have looked into how

parental expectations influence children's academic success, mental health, and

personal identity. Foreign studies have investigated the impacts of high parental

expectations in various nations, with a particular emphasis on academic stress, mental

health issues such as anxiety and depression, and the impact on self-esteem. Local

studies in various nations, on the other hand, frequently investigate how cultural

characteristics such as collectivism and respect for authority impact how children

communicate and understand parental expectations.

This review will look at both domestic and international studies on managing

parental expectations, examining how these expectations affect children in a variety of

cultural and societal settings. This review examines both global and regional views in

order to provide a thorough knowledge of how parental expectations impact a child's

development and the balance that must be struck between achieving these

expectations and retaining their own originality and well-being.

Local Studies

Academic stressors like examinations and grades, fully loaded days, difficulty

in completing clinical requirements, and fear of getting delayed topped the identified

stressors. Academic factors were stressful in the first 3 years levels. Academic stress

peaked during the sophomore year. No significant differences in rankings were

observed between genders. There was undeniable similarity in the general stress

profile of the different year levels.

Common methods of coping with stress were employed by students which

include crying, praying, talking, watching movies, and listening to music. Stress
makes or breaks a person. It is like a two-edged sword which can either motivate or

stimulate a student to peak. (Sanchez, 2017)

Stress is a part of life. It is the combination of psychological, physiological,

and behavioral reactions that people have in response to events that threaten or

challenge them. It gives us our fight-or-flight mechanism humanity race ace survive

for so long. The word "stress" was originally coined by endocrinologist; However, too

much stress is unhealthy. Stress can be good or bad. Sometimes, it is helpful,

providing humans with the extra energy or alertness they need. For example, stress

could give a runner the edge he or she needs to persevere in a marathon (Garcia,

2015).

In some cases, stress can also cause health complications or adverse effects,

such as fainting in school due to pressure or panicking while reciting in front of a

crowd. Added to that. Marie (2015) stated that, schools are beginning to put more and

more pressure on today's generation of school students. Difficult subjects in STEM

strand are another challenge that STEM 11 encounters. These subjects are

intertwining disciplines when applied in the real world. The STEM strand subjects

focus on scientific and mathematical skills as well as advanced concepts and topics.

Students are the most essential elements in any educational institution. They

are considered as the core of learning process. Their performance plays an important

role in determining academic achievements which are associated to what people

value. If students achieve their set academic standards and successfully attained high

degree of education, the probability of being employed in the future is high. This

academic performance also reflects the quality graduates who will become great

leaders and manpower for the country's economic and social development. Hence,

having good academic standing is essential. School equips them with the necessary
knowledge, abilities, and values to deal with specific challenges they will be facing

throughout their lives. Aside from learning academics, students are allowed to

progress in other aspects and develop essential skills such as collaboration, good

manners and unity through different extra-curricular activities. But in dealing with

different challenges and demands to perform well in academics, students may feel

stressful because of their inability to perform all demands. ((Santos, 2018)

direct parental pressure is one whereby the intention to put emotional stress to

the child is explicit and straightforward. It often involves yelling, force, or

complaining. For example, if a child brings home a poor report card, some parents

may start screaming at them or violently punishing them (Advocate Aurora Health as

cited by Idaho Youth Ranch, 2023). Some parents verbally express their children’s

wishes for higher grades while some physically punish children (Santiago, 2019).

In the educational field, the common sources of stress that may lead to fear

and anxiety among students are high expectations of parents, teachers, or even

friends, academic pressure, competition among classmates, physical set-up, limited

opportunities, and ambitions (Cortez, 2017). Students in their high school level are the

ones who are going through the transitional phase which is an intermediate of

childhood and adulthood. Peer relations take on much more importance during

adolescence. It was found that most teens go through stress because of peer pressure.

The words "popularity" and "cliques" are frequently associated with this time in life.

Being accepted into desired social circles and keeping up with the 'popular kids is of

high priority for many adolescents to be accepted.

Foreign Studies

According to Subramani & Venkatachalam, 2019 Parental Expectations and

Its Relation to Academic Stress among School Students, parental support is needed
for every school student to achieve their academics. However, when parents have high

expectations rather than support, it would reflect in academics of their children. When

they could not achieve their parent expectations, it prompts stress and impacts their

academic achievement, student academic life due to the various internal and external

expectations placed upon their shoulders, external expectations such as parental

attitude and high parental expectations causes stress among school students. Parents

usually set unrealistically high goals, it sometimes leads to drastic outbursts by

students in the form of depression and even stress.

Academic pressure is a significant aspect of the educational experience, with

numerous studies examining its effects on students' well-being and academic

outcomes (Smith et al., 2018; Johnson & Smith, 2021). Academic pressure refers to

the expectations and demands placed on students to excel academically, often

stemming from various sources such as parents, teachers, and peers (Smith et al.,

2018). While some levels of academic pressure can be motivating, excessive pressure

can have detrimental effects on students' mental health and overall academic

performance. It is crucial to understand the impact of academic pressure on students

to develop effective strategies and interventions to support their well-being and

success. To address the potential negative consequences of academic pressure, it is

important to explore coping mechanisms and support systems that can help students

effectively manage and navigate these pressures (Brown et al., 2020).

Parental academic pressure comes with various effects on students, it ranges

from mental health problems to academic challenges (Deb et al., 2015). Students tend

to feel burdened due to high expectations set by parents, peers, society, and

themselves which often leads to mental health problems such as anxiety and

depression. A study conducted by Liao et al., (2021) shows that parent-child

health problems. The study shows that good parent-child relationships have a

significant impact on handling academic pressure and mental health problems.

The effects of academic pressure imposed by parents on the academic

performance of students have been widely studied in the literature. Several

researchers have explored the various dimensions and consequences of parental

academic pressure. One study by Chen and Gregory (2016) found that high levels of

parental academic pressure were associated with increased stress levels among

students, which in turn negatively affected their academic performance. Similarly, a

study by Leung et al. (2018) revealed that excessive parental pressure led to higher

levels of anxiety and decreased motivation, ultimately impacting students' ability to

perform well academically.

In a longitudinal study conducted by Xu and Wu (2019), it was found that

parental academic pressure had a significant influence on students' self-esteem and

self-efficacy, which in turn affected their academic performance. This suggests that

the psychological well-being of students plays a crucial role in their academic

success. Furthermore, a study by Wang et al. (2017) revealed that students who

experienced intense parental pressure were more likely to exhibit symptoms of

depression and anxiety, which negatively impacted their academic performance.

Parental pressure to excel can increase young children's risk of stress and can

have a negative impact on their well-being (Lee, 2020), although its negative impact

on students' academic achievement is minimal (Bay Atlantic University 2022).

Parents who want the best for their kids may unintentionally pressure them in the

wrong places, in the wrong way, and at the wrong times. It can have serious

consequences on children, such as an increase in anxiety and depression, and a

unaware of or deny that they are their children's primary source of external pressure,

rather than their peers (Caron Treatment Center, 2019).

Parental pressure can be a motivating element for children to perform well in

school (Srivastava 2017). The pressure on children to excel academically is helpful in

motivating them to study hard. It produces children who are either too academically

oriented or who opt out of the race for academic success (Sivrikaya, 2019). Parental

encouragement can serve as a child's steppingstone to success, the parent being an

important figure in child's life and will be the one they look-up to for lessons in self-

assurance, perseverance, and greatness Sinha (2016). Even authoritative parenting has

a positive impact on life by promoting increased happiness, self-regulation, and

success of a child. Karen (2022).

According to Pinquart & Ebeling, (2020). Parental expectations are critical to

higher education participation, given parents' close observation and knowledge of

their children's abilities, as well as their home, school and communal environments.

Consequently, parental views of their children's future educational achievement

correlate strongly with eventual educational outcomes. Also, the student academic

achievement at school is shown to be the key influence in shaping parents'

expectations, and behavioral issues at school adversely affect expectations.

Stated by Malik, Poonam (2020), A student's academic achievement is

regarded as the most important indicator of his success in today's world. Parents go to

great lengths to ensure that their children achieve their full academic potential. The

impact of parental academic expectations on children's academic achievement caught

the curiosity of educators and psychologists alike. Parental expectations have been

shown to play a significant effect on children's academic progress. Students whose

school longer.

Adelphi Psych Medicine Clinic (2020) said that Academic parental pressure

will only cause children to worry. When they obtain a good grade on an exam, they

worry about the next one or whether someone else got a higher grade. If the grade is

not the highest possible, children will believe that they are simply not good enough.

Even the most talented child's performance will be affected because of such anxiety,

stress and the belief that they aren't doing their best can eventually lead to poor

behavior. Too much pressure will cause children to try to acquire good scores by any

means. They may cheat and have bad effects on their relationships with their

classmates.

According to Tony Cassidi & Allana Boulos, (2023) said that stress related to

academic expectations had a negative connection with wellbeing, quality of life, and

health behaviors through its influence on psychological capital and self-compassion.

The results of their study indicate that developing psychological capital and self-

compassion through positive psychology methods may be effective in lessening the

negative consequences of academic expectation stress in kids.