Manifestations and Coping Deficits: Investigating Variations in Perceived Parental Pressure, Exam Anxiety, and Emotional Well-Being among Secondary School Students

Abstract

This paper has explored the perceived parental pressure, exam anxiety, and emotional well-being amongst secondary school children in Sargodha, Pakistan. The study’s objectives include to investigate the perceived levels of parental pressure, exam anxiety, and emotional well-being among secondary school students. Quantitative cross-sectional survey design was used, and 240 students (Grades 9 and 10) were sampled by using multistage sampling. Data collection was done using three research instruments, which included the Parental Pressure Scale, Exam Anxiety Scale, and Emotional Well-Being Scale. Those were descriptive statistical analyses (frequency, percentages, mean scores, and standard deviations). The findings showed that there was a lot of pressure on the parents, especially in terms of high-grade expectations. There was also extensive exam anxiety as students complained of psychological (e.g., worry, memory blanking) and physical (e.g., racing heart) symptoms. Although the overall outcome of the questions revealed that students were usually experiencing positive emotional well-being, including enjoying learning and being proud of their accomplishments, the academic stress and trouble with their personal life caused by schoolwork were also common. One of the major discoveries was the dual and sophisticated role of parental influence, which was a stressor, yet it was a support of personal passions to many. The research paper concludes that high parental expectations and exam anxiety are the major factors that put pressure on the emotional health of students. The report highlights the need for intervention measures and recommends that schools be given stress management programs, awareness workshops for parents, and curriculum changes that will promote a healthier balance between academic performance and mental health.