Parental Anxiety and Students’ Academic Stress at Secondary School Level: A Correlation Study

Authors

  • Irsa Tayyab M. Phil Scholar, department of Education, University of Gujrat, Punjab, Pakistan
  • Dr. Nazish Andleeb Lecturer, department of Education, University of Gujrat, Punjab, Pakistan
  • Moneeza Aslam M. Phil Scholar, department of Education, University of Gujrat, Punjab, Pakistan

DOI:

https://doi.org/10.47205/plhr.2023(7-III)18

Keywords:

Future Failure, Parental Anxiety, Physical Health, Social Pressure, Students’ Academic Stress

Abstract

This quantitative study was planned to find relationship between parental anxiety and students’ academic stress at secondary level. Population was 9th grade students of Government High Schools of Tehsil Gujrat. Two stages disproportionate stratified random sampling technique was used to select 400 students. Two instruments consisted of 10 items each; 1) parental anxiety scale, 2) students’ academic stress scale on five points Likert scale were developed and validated. Content Validity Index and cronbach alpha of both the scales were found satisfactory. Percentage, mean, standard deviation, and Pearson correlation were used to analyze the data. Results of parental anxiety scale revealed that most of the parents feel anxiety about their children’s homework, preparation of examination, mental health, academic achievement, curricular and co-curricular activities, learning environment, social behavior, ethical values and food of the children. Moreover, students’ stress affects their academic achievement, learning process, cognitive skills, and communication between the teachers and students. Furthermore, significant relationship was found between parental anxiety and academic stress of the students for the academic achievement.

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Published

2023-08-04

Details

    Abstract Views: 268
    PDF Downloads: 160

How to Cite

Tayyab, I., Andleeb, N., & Aslam, M. (2023). Parental Anxiety and Students’ Academic Stress at Secondary School Level: A Correlation Study. Pakistan Languages and Humanities Review, 7(3), 187–196. https://doi.org/10.47205/plhr.2023(7-III)18