CHAPTER 1

INTRODUCTION

Background of The Study

Parental pressure is very common around the world. It involves the expectations,

guidance, and sometimes demands that parents place on their children to achieve certain

goals, standards, or outcomes. Parental pressure creates challenges, causing students to feel

very pressured and depressed; therefore, parental organizations and school counselors should

offer helpful programs and resources to parents to help them understand and support their

kids better. Parental pressure causes students to feel stressed out and less confident. However,

they don’t recognize that when parents set high expectations for their children, those

expectations may be unrealistic, and this can have a range of negative consequences on

teenagers, such as a strained relationship between parents and teenagers. Some may argue

that parental pressure is beneficial because it can improve academic performance,

achievements, and personal growth. They might say that parental pressure can also be a

source of motivation rather than a cause of stress and anxiety (Lopez, 2023).

The character of parental expectations in affecting children’s academic improvement

has acknowledged substantial attention from sociologist and psychologists over the previous

half century. In general, parental expectations have been found to play a serious role in

children’s academic success. Students whose parents hold high expectations get higher

grades, achieve higher scores on standardized tests, and proceed longer in school than do

those whose parents hold comparatively near to the ground expectations. Negligence and

high expectations of parents in academic or other performances abused childhood, increasing

tensions and demand for familial duty etc. It was found that parental education appeared to be

connected to academic achievement of students. While on one hand, parental involvement

leads to improved social adjustment and academic achievement, on the other hand over

aspirations and negative attitude of the parents lead to depression among students. Parents

usually set idealistically high goals for their children and expect them to fulfil their

expectations (Haider, 2022).

Parental expectations have a measurable relationship with students’ academic

achievement, often operating through students’ academic self-concept. Quantitative research

shows that higher parental expectations tend to predict better academic outcomes when

students internalize those expectations as confidence in their abilities; conversely, when

expectations exceed students’ self-perceptions, academic self-concept declines and

achievement suffers (Tatlah et al., 2019) found that parental expectations and students’

academic self-concept together significantly predicted academic achievement, suggesting that

the effect of expectations depends on how students view their own competence (academic

self-concept theory).

Parental involvement and pressure are not the same empirical studies within the

Philippines indicate that the form of parental engagement matters (Pintail et al., 2022)

reported that parental involvement (helping with schoolwork, attending school activities)

correlated with higher student performance, yet the same family involvement can be

experienced as controlling pressure when accompanied by frequent monitoring, rigid rules, or

harsh comparisons. In short, involvement that supports autonomy and skills tends to help,

while controlling or performance-only involvement tends to harm. This distinction aligns

with motivational theories (e.g., Self-Determination Theory) that differentiate autonomy-

supportive versus controlling parental behaviors.

 Cultural family values shape how parental demands are experienced; in Filipino

contexts, the cultural construct utang na loob “debt of gratitude” amplifies perceived

obligation to repay parental sacrifices, which is associated with higher perceived parental

academic pressure and poorer mental-health indicators (Dizon et al., 2025) Significant

correlations between utang na loob, perceived parental academic pressure, and both state and

trait anxiety among Filipino college students indicating that cultural expectations can

intensify emotional distress tied to academic demands. This highlights the importance of

contextualizing parental expectations within cultural norms for any study of student well-

being.

Research on parental involvement highlights its crucial role in shaping student

academic outcomes, as active engagement by parents, such as assisting with homework,

attending school activities, communicating with teachers, and participating in educational

decision-making has been consistently linked to higher academic performance, better school

attendance, increased motivation, and more positive attitudes toward learning compared to

students with less involved parents, while also serving as a buffer against socioeconomic and

familial challenges and fostering students’ social and emotional development. (Utami, 2022).

Finally, a methodological and substantive gap remains: most available studies

(including Pinatil et al., 2022; Tatlah et al., 2019; and Dizon et al., 2025) are quantitative and

focus on associations between parental involvement/expectations and outcomes (grades,

anxiety scores, self-concept). They rarely probe how students interpret parental demands,

how cultural values like “utang na loob” interact with family communication styles, or which

coping strategies students actually use day-to-day. Because the current literature is heavy on

cross-sectional surveys, there is limited qualitative evidence capturing students’ lived

narratives, negotiation processes with parents, or dynamic changes in expectations across

critical transition years (e.g., Grade 10 strand selection, Grade 12 college choice). This gap
justifies a qualitative approach to reveal mechanisms, meanings, and context-specific coping

strategies that numbers alone cannot show.

Despite existing studies showing that parental pressure can negatively influence

students’ mental health and academic performance (Dizon et al., 2025), most research

remains quantitative, focuses largely on college students, and rarely examines how Filipino

cultural values like “utang na loob” shape the emotional and academic struggles of younger

learners; while others highlight harmful effects of excessive parental academic demands

(Escol & Alcopra, 2024). Very few studies specifically explore the lived experiences of high

school students undergoing critical academic transitions, such as Grade 10 learners choosing

their SHS strands and Grade 12 students deciding on future courses or careers. Because of

these gaps, the present study, “Balancing Expectations: A Qualitative Study of Parental

Demands That Affect Students’ Academic Well-Being,” aims to provide a deeper, qualitative

understanding of how parental expectations shape the emotional balance, motivation, and

academic well-being of Grade 10 and Grade 12 students at Dulag National High School.

Statement of the Problem

The academic journey of Filipino learners is often shaped not only by school demands

but also by the expectations placed on them at home. Many students experience pressure to

excel, fulfill parental hopes, and meet standards that may at times exceed their emotional and

academic capacity. These expectations can influence their emotions, motivation, academic

choices. Given these concerns, the study “Balancing Expectations: Lived Experience of

Grade 10 and Grade 12 learners with Parent Demands seeks to explore how learners

personally experience and interpret parental expectations, especially during crucial academic

transitions. Specifically, this study aims to answer the following questions:

1. What are the effects of parental demands on the academic performance of Grade 10 and

Grade 12 learners?

2. How do students cope when they do not meet their parents' standards?

3. How do parental demands influence students’ emotions, motivation, and academic

choices?

4. How do students balance existing expectations and parental demands?

Scope and Limitations

This study focuses on examining how parental expectations and demands influence

the academic well-being of Grade 10 and Grade 12 students of Dulag National High School.

These grade levels were specifically chosen because they are in crucial stages of academic

decision-making: Grade 10 students are preparing to select their Senior High School strands,

while Grade 12 students are deciding on college courses or future career paths. The study

aims to understand how parental pressure affects their emotions, motivation, and academic

choices during these transitions.

The scope of this research is limited to the selected Grade 10 and Grade 12 students of

Dulag National High School. Parents, teachers, and other school personnel are not included

as respondents. The study collects data through self-reported information, which may vary

depending on students’ honesty, personal interpretation, and willingness to share. In addition,

the study focuses only on students’ current experiences and does not investigate long-term

effects such as career outcomes or future academic performance.

The findings are intended to describe the experiences of the selected students from

Dulag National High School and may not be generalized to students from other schools or
grade levels. Despite these limitations, the study aims to provide meaningful insight into how

parental expectations shape students’ academic well-being during important decision-making

periods.

Significance of the Study

This study focuses on the lived experiences of Grade 10 and Grade 12 learners

regarding parental demands and how these demands affect their personal, emotional, and

psychological well-being areas that quantitative data often fail to capture. By exploring

themes such as motivation, emotional stress, and the influence of different parenting styles,

this qualitative research provides deeper insight into how parental expectations shape

students’ academic performance and mental health. The findings of this study aim to help

Grade 10 and Grade 12 learners, as well as parents, educators, guidance counselors, school

administrators, and policymakers, develop strategies that support students experiencing

academic pressure and promote healthier, more balanced family, school relationships,

ultimately contributing to improved academic outcomes and student well-being.

Grade 10: This study helps Grade 10 students understand how parental demands affect their

academic well-being as they prepare to choose their Senior High School strands.

Grade 12: The study provides Grade 12 students with insight into how parental expectations

influence their academic decisions, stress levels, and sense of accomplishment as they

prepare for college or future careers.

Parents: The study raises parents’ awareness of how their expectations impact their

children’s emotional and psychological well-being, encouraging more supportive approaches

at home.

Educators: Educators may use the findings to better identify students experiencing academic

pressure and provide appropriate academic and emotional support.

Guidance Counselors: The study supports guidance counselors in developing strategies and

interventions to help students manage stress and parental demands.

School Administrators: School administrators may use the results to improve student-

support programs and strengthen parent–school partnerships.

Policymakers: The study may inform the development of educational policies that promote

students’ academic well-being alongside academic achievement.

Definition of Terms

The following terms are defined to provide clarity and ensure a consistent

understanding as they are used in the study “Balancing Expectation: Lived experience of

Grade 10 and Grade 12 learners with Parental Demands.''

Balancing Expectations - The process of managing or maintaining a healthy level of

demands placed on students, ensuring that these expectations do not negatively affect their

academic well-being.

Lived Experiences: Refers to the firsthand experiences, feelings, and perceptions of learners

regarding the expectations and demands imposed by their parents.

Grade 10 Learners: Refer to students in Grade 10 who experience parental demands during

their junior high school years and while preparing for senior high school.

Grade 12 Learners: Refer to students in Grade 12 who experience parental demands during

their final year of senior high school as they prepare for higher education or career pathways.

Parental Demands: The expectations, requirements, or pressures set by parents regarding

their child’s academic performance and school-related responsibilities.

References:

Dizon, L. J., Abrea, L. M., Cruzada, A. E., Erguiza, S. L., Grape, A. R., & Roca, G. D.

(2025). Utang na loob, perceived parental academic pressure, and mental health status among

Filipino college students. Bohrium. [Link]

perceived-parental-academic-pressure-and-mental-health-status-among-filipino-college-

students/1099720937365831698-22547

Escol, E. M., & Alcopra, A. R. (2024). Parental involvement and academic performance: A

correlational study. International Journal of Multidisciplinary Research and Arts.

[Link]

Academic_Performance

Haider, A. (2022). Parental expectations and effect of perceived academic stress on students’

performance. Journal of Psychology & Psychotherapy. [Link]

access/parental-expectations-effect-of-perceived-academic-stress-on-students-performance-

[Link]

Lopez, M. (2023). Effects of parental pressure on students. One World Education.

[Link]

students/
Pinatil, J. A., Cruz, R. M., & Santos, L. P. (2022). Parental involvement and academic

performance of education students in a state university in the Philippines. ResearchGate.

[Link]

Performance_of_Education_Students_in_a_State_University_in_the_Philippines

Tatlah, I. A., Ali, Z., & Azeem, M. (2019). Impact of parental expectations and students’

academic self-concept on their academic achievement. Journal of Research and Reflections in

Education. [Link]

Utami, A. Y. (2022). The role of parental involvement in student academic outcomes. Journal

of Education Review Provision, 2(1), 17–21. [Link]

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a systematic review of related literature and studies examining parental

expectations and their impact on students’ academic performance, with particular emphasis

on Grade 10 and Grade 12 learners who balance familial demands and lived experiences. The

review integrates both local (Philippine) and international sources to provide a

comprehensive understanding of how parental expectations influence learners’ motivation,

academic engagement, emotional well-being, and overall performance in school. The

literature and studies are organized thematically and contextually to highlight significant

findings, theoretical perspectives, and research gaps relevant to the present study. Through

this organization, the chapter establishes a strong scholarly foundation that supports the

necessity and direction of the research.

Related Literature

Across international scholarship, the alignment between parental expectations and

adolescents’ self-perceptions emerges as a central determinant of academic and emotional

outcomes. (Wang et al., 2024) have meticulously unpacked the intricate dynamics of parent-

adolescent discrepancies in educational expectations, consistently demonstrating through

their comprehensive analysis that when parental aspirations precisely synchronize with grade

10 and 12 students' realistic self-perceptions and capacities, such harmonious alignment not

only dramatically amplifies profound learning engagement, sustained academic persistence,

and emotional resilience but also cultivates fortified parent-child relational bonds, enhanced

emotional security mechanisms, and mutual trust foundations essential for high school

success. In contrast, persistent gap where parents impose lofty, often unattainable ideals far
exceeding adolescents' developmental readiness inexorably escalate vicious cycles of familial

discord, chronic psychological distress, suppressed creative expression, eroded academic

enthusiasm, and heightened transitional anxieties during these critical formative years, thus

compellingly underscoring the paramount necessity for parents to strategically calibrate their

expectations through empathetic dialogue and realistic appraisal of their children's unique

strengths, limitations, and lived realities to foster thriving developmental trajectories rather

than unintended pathways to burnout and disaffection.

Within a similar conceptual framework emphasizing internalization processes, (Xu et

al.,2022) empirically validated a compelling positive pathway, linking perceived parental

academic expectations to superior self-regulated learning competencies among grade 10–12

students. This relationship is fundamentally mediated by adolescents' adoption of mastery-

oriented goal structures that empower them to autonomously orchestrate sophisticated time

management protocols, metacognitive monitoring strategies, and adaptive study habits amid

intensifying familial pressures and scholastic demands. At the same time, the researchers

cautioned that culturally amplified expectations prevalent in high-achieving East Asian and

similar contexts frequently intensify the very balancing challenges these adolescents confront

daily, thereby illuminating how realistic yet ambitiously framed parental guidance transforms

external familial demands into internalized drivers of academic autonomy, sustained

performance excellence, and resilient identity formation during the senior high school

transition phase.

Extensive empirical evidence revealing that while parental high expectations

inherently propel middle and high school achievement through elevated effort mobilization,

sharpened aspirational focus, and heightened performance orientation, unrealistic or

disproportionately escalated pressures systematically undermine these benefits. Such

pressures precipitate motivational burnout cascades, acute performance anxiety episodes,

disrupted emotional equilibrium, and fragmented personal growth trajectories, compelling

grade 10–12 students to navigate precarious tightropes where thoughtfully moderated,

supportively framed demands cultivate self-regulated mastery and genuine academic

flourishing in contrast to the emotional exhaustion, diminished returns, and relational

fractures triggered by excessive, unilateral impositions ( Kuru & Taskin, 2021).

From a broader analytic perspective, delivered a landmark synthesis spanning diverse

K–12 datasets worldwide, resoundingly establishing substantial positive effect for parental

expectations when strategically tempered with realistic calibration, relational scaffolding, and

contextual sensitivity (Jeynes, 2024). This work serves as an authoritative empirical

benchmark, illuminating how grade 10–12 students thrive under balanced familial aspirations

featuring clear guidance paired with emotional safety nets, as opposed to the well-

documented adverse repercussions, stress proliferation, engagement erosion, and

achievement plateaus, precipitated by chronically misaligned or overburdening pressures.

Consequently, the study equips parents, educators, and policymakers with evidence-based

frameworks to maximize long-term educational trajectories while safeguarding adolescent

psychological well-being.

Complementing these macro-level findings (Wang, 2024) illuminated critical

mediating pathways through rigorous pathway modeling, demonstrating that perceived

parental expectations shape academic engagement among grade 10–12 students primarily

through academic self-efficacy. This construct functions as the linchpin mediator enabling

adolescents to transform complex familial demands into productive, sustainable energy

across rigorous coursework, extracurricular commitments, social relationships, and identity

formation processes. Particularly when students negotiate pressure gradients through adaptive

coping strategies, the findings reveal the transformative potential of thoughtfully balanced
expectations to cultivate resilient, self-efficacious learners capable of mastering high-stakes

senior high transitions with confidence.

In the Philippine educational landscape, similar dynamics emerge but are deeply

embedded within socioeconomic and cultural realities. (Lupig, 2023) cogently demonstrated

robust positive associations linking parental involvement patterns and clearly articulated

expectations to TLE students’ academic performance, behavioral adjustment, and aspirational

development. However, the study simultaneously exposed how entrenched socioeconomic

constraints, including demanding work schedules, limited educational capital, and chronic

resource scarcity distort both the expression and reception of parental expectations,

compelling resource-limited grade 10–12 learners to juggle familial economic survival

imperatives alongside scholastic excellence pursuits characteristic of Filipino households.

Building upon this contextual sensitivity, RSI International researchers established

through empirical analysis that collaborative parental balancing strategies where expectations

align with students’ capacities, strengths, and pacing directly enhance academic outcomes

across grade 10–12 trajectories. These effects are particularly pronounced when Filipino

families channel collectivist values toward mutual accountability rather than rigid imposition,

empowering adolescents to navigate family honor dynamics while sustaining academic

momentum amid senior high school pressures and transitional uncertainties. (Santos, 2025)

From a parenting-style lens, (Manuele et al., 2025) contrasted authoritative paradigms

marked by high expectations coupled with emotional support and democratic dialogue with

authoritarian approaches dominated by coercive pressure. Their findings conclusively favored

authoritative frameworks for cultivating self-regulation, intrinsic motivation, and adaptive

coping among grade 12 achievers, illustrating how balanced familial systems enable students
to thrive amid curriculum intensity, unlike the stress-driven erosion associated with pressure-

dominated relational styles.

At a more localized performance level, Zamboanga researchers led by Fernandez

(2023) mapped direct linkages between parental expectations and quarterly grade

achievements among grade 10–12 learners, advocating moderated expectation intensity to

maximize academic productivity while preventing stress-induced declines. This work vividly

portrays Filipino adolescents’ capacity to reconcile familial honor imperatives with personal

pacing preferences, providing contextually grounded evidence that calibrated parental

demands optimize achievement without compromising emotional equilibrium (Fernandez,

2023).

Finally, from a phenomenological standpoint, EPRA Journals researchers captured

senior high students’ lived experiences as they negotiated entrenched family pressure

landscapes. Their narratives reveal how grade 10–12 learners forge equilibrium between

parental aspirations, communal expectations, household responsibilities, and emerging

identity goals, demonstrating resilience amid the intersecting demands of academic rigor and

familial obligation during this pivotal developmental stage (Cruz & Ta, 2025) .

Related Studies

Parental expectation alignment has been widely examined in international literature

conducted a rigorous, multi-method investigation into parent adolescent discrepancies in

educational expectations using longitudinal surveys and qualitative interviews with high

school students equivalent to grades 10–12 across urban and rural settings. Their analysis

reveals that significant gaps where parents hold lofty aspirations far beyond students’ self-

perceived capacities heighten interpersonal family conflict, exacerbate chronic psychological

stress, and erode learning engagement during pivotal transitional periods marked by college

preparation and identity formation. In contrast, when parental aspirations synchronize with

adolescents’ realistic self-assessments, persistence, academic motivation, and performance

are amplified through strengthened parent–child relationships and emotional security (Wang

et al., 2024).

Building on this perspective, empirically demonstrated the nuanced effects of high

parental expectations on academic achievement among grades 10–12 learners navigating

increasing autonomy demands. Using structural equation modeling, their study identified

strong positive relationships mediated by mastery goal orientation and self-regulated learning

strategies, with statistically significant path. However, their findings also caution that

unrealistic or excessive expectations undermine these benefits by contributing to motivational

burnout, performance anxiety, and imbalance between academic responsibilities and personal

development (Elif & Ozlem, 2021)

In a broader European context, the European Conference on Educational Research

team quantified the extent to which parental expectations influence academic outcomes such

as GPA among diverse high school cohorts. Their findings indicate a pronounced positive

association, often surpassing the effects of socioeconomic status or peer influence,

particularly among female students. This study further highlights that well-attuned

expectations not only enhance academic performance but also support adolescents in aligning

external pressures with intrinsic goals during periods of heightened vulnerability (ECER

Team, 2024).

Cultural context further shapes how parental expectations affect learners, as illustrated

in the Chinese study (Zhang et al., 2025). Conducted within a highly competitive educational

environment, the research revealed that calibrated parental expectations improve academic
achievement, subject mastery, and competitive performance among grades 10–12 learners.

Nevertheless, excessive and unattainable demands were found to significantly reduce

emotional well-being and life satisfaction, leading to motivational decline and family tension.

By integrating academic and well-being indicators, the study underscores the importance of

expectation calibration in preventing long-term psychological distress (Zhang et al., 2025).

Taken together, these international findings are reinforced comprehensive meta-

analysis synthesizing global high school data. The analysis confirmed that balanced parental

involvement characterized by guidance and expectation-setting without excessive control

consistently predicts higher academic achievement among grades 10–12 students. With

moderate to large effect sizes across cognitive and motivational domains, the study

emphasizes that supportive involvement strengthens academic self-efficacy and resilience

while cautioning against overinvolvement that compromises autonomy and engagement

(Erdem, 2020).

Within the Philippine context, research highlights the culturally embedded nature of

parental expectations. Demonstrated that collaborative and dialogic parental involvement

significantly enhances academic performance among grades 10–12 learners, particularly

within collectivist family structures. By drawing on Filipino values such as pakikipagkapwa-

tao and shared responsibility, balanced expectation-setting was shown to improve grades,

retention, and readiness for academic transitions, especially in economically constrained

environments (RSI International Team , 2025).

Parenting style further moderates the effects of expectations, as evidenced by the

comparative study of Anna Manuele and colleagues. Their investigation of high-achieving

Grade 12 students revealed that authoritative parenting, marked by warmth alongside firm yet

reasonable demands fosters self-regulation, intrinsic motivation, and adaptive coping skills.
In contrast, authoritarian approaches characterized by rigid pressure were associated with

emotional strain and reduced autonomy, underscoring the importance of expectation

calibration in Philippine senior high school settings (Manuele et al., 2025).

Localized evidence from Mindanao also supports the role of moderated expectations.

The Zamboanga research team mapped parental expectations against quarterly academic

performance, revealing that positive outcomes peak when expectations remain balanced.

Excessive pressure, particularly when rooted in family honor or social obligation, was found

to hinder academic consistency. This study emphasizes the value of strategic restraint in

aligning parental goals with students’ realistic pacing and resources (Zamboanga Research

Team, 2023).

Complementing quantitative findings, the EPRA Journals Team employed a

phenomenological approach to explore the lived experiences of senior high school students

facing intense family expectations. Their analysis revealed that emotionally responsive and

empathetic parental support significantly improves academic engagement and well-being

despite strong cultural pressures related to socioeconomic survival and utang na loob. This

perspective highlights the human dimension of expectation management within Filipino

households (EPRA Journals Team, 2025).

Further strengthening local evidence, the RSI Research Team traced the relationship

between parental pressure and college readiness among grades 10–12 learners using mixed

methods. The study found that moderate levels of parental expectation positively influence

academic progression and college-entry performance, while extreme pressure leads to anxiety

and motivational decline. These findings reinforce the importance of aligning parental

expectations with adolescents’ developmental needs during critical educational transitions

(RSI Research Team, 2023).

Balancing Expectation: Lived
Experience of Grade 10 and
Grade 12 Learners with
Parental Demands