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Parental Influence

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Students’ cognitive and affective development is the major aim of education, thus understanding of factors that affect students’ academic achievement and personality is necessary so the purposed study will be planned to explore the effect of parental influence on personality and academic achievement of students at secondary school level in Islamabad. The study is causal comparative in nature. All the students of class 10th in Islamabad Model schools (Urban) would be the population of study. 400 students of 10th class in Islamabad model schools will be randomly selected as sample of study. Stratified sampling technique will be employed for selecting sample. Parental influence five point rating scale will be developed by researcher. Students’ …show more content…

It refers to the effects that parental behaviors have on children’s performance. It refers to how parents influence their children’s’ behavior whether it’s intentional or not. The term has a somewhat negative connotation, which may lead some to conclude that it is an undesired effect of parental behavior on child performance; however parental pressure may also be and lead to desired effects on child performance. (Watson & Skinner, 2012) Parents almost always think best for their children - many harbor dreams of top universities, followed by productive careers within a global, competitive economy. In order for students to meet these expectations, though, they must perform well during the school years. Many parents force their children to achieve perfect grades, no matter the cost. When parent puts too much strain on their child to force them to exceed, it is called parents influence or parents pressure. This is normally for being best in the selected field, even one that they used to succeed at and now can't. It can come from any type of family and can be pressure to be the best in academics and receive the highest marks and …show more content…

The findings indicate that influence or pressure reported by parents as well as that perceived by children are associated negatively with academic achievement and psychological aspects like self-esteem and creativity. Parental high expectations perceived by children were found to be associated with low academic interest (including stress related to studies and examination) whereas, pressure reported by parents is not. Parents from low socio-economic status were found to exert more pressure on their children for studies and in result children increased perception of pressure. Academic Achievement, self-esteem, and creativity show significant positive links with families’ socio-economic status. Multiple regression analyses showed that self-esteem was the strongest predictor of academic interest and academic interest was the strongest predictor of the self esteem. Socioeconomic status was the strongest predictor of academic achievement; and academic achievement was the strongest predictor of creativity. The study also reveals that a significant percentage of children showed stress related to their studies and

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