understanding parental pressure on academic achievement among final year english majors at huit

Such intense parental pressure can have negative consequences on the child's well-being, including increased stress levels, decreased motivation, and a negative impact on their mental he

HO CHI MINH CITY UNIVERSITY OF INDUSTRY AND TRADE

FACULTY OF FOREIGN LANGUAGES

UNDERSTANDING PARENTAL PRESSURE ON ACADEMIC ACHIEVEMENT AMONG FINAL-YEAR ENGLISH MAJORS AT

HUIT

Student’s name: TRAN DUY LONG

Supervisor’s name: Dr TRUONG THI NHU NGOC

Ho Chi Minh City, 2023

KHOA NGOẠI NGỮ

BẢN GHI NHẠN CHỈNH SỬA

1 Những thông tin chung:

Họ và tên sinh viên (Số lượng sinh viên: ) (1) Tran Duy Long

Xem lại cách diễn đạt câu hỏi Research question 2: How

1 nghiên cứu số 2 do parental pressures affect final-

year English majors at HUIT?

Sua format theo form khoa: bổ

„| sung mục cầu trức nghiên cứu vào 1.7 Organization

ì Mục 2.1 nên đựa ra cuội 2.4 Previous studies 3_ | chương 2

"- ắ.ẽ Stim 2

4 ; Phan Discussion: không nên Đã được chia các đề mục

5 việt dàn trải, nên chia theo các mục đề | rõ rang hon

trả lời 2 câu hỏi nghiên cứu

Students under pressure

from parents:

Factors contribute to parental pressures experienced by final-year English majors at HUIT:

Parental pressures impact final-year English majors at HUIT:

Freedom in Decision:

Tp Hồ Chí Minh, ngày tháng năm

(Ky, shi rõ họ tên) (Ký, shi rõ họ tên)

ACADEMIC ACHIEVEMENT AMONG FINAL-YEAR ENGLISH MAJORS

Supervisor Approval

paper titled: “UNDERSTANDING PARENTAL PRESSURE ON ACADEMIC ACHIEVEMENT AMONG FINAL-YEAR ENGLISH MAJORS AT HUIT” is

my original work Any external sources have been appropriately cited I understand plagiarism is a serious offense and acknowledge the faculty's right to check this work for authenticity

Ho Chi Minh City, November, 20°, 2023

TABLE OF CONTENTS nh n nh nh i ACKNOWLEDGEMENT con nen iti ABSTRACT - uc n GB HH HH HH HN iv CHAPTER 1: INTRODUCTION - con 1

In l 1.2 Statement of the probleim ¿c2 2211222111211 121 111211122111 1111111221118 112g 2 1.3 Sipmificance of the study - 0 120 1120111211121 11211110111 221 1111011111119 1k và 2 1.4 Purpose of the study - 0 20111201121 1121111211151 1 1011110111115 2 0111101211118 xk 3 1.5 Research no on 4

CHAPTER 2: LITERATURE REVIEW 7

2.1 Parental pressure-psychological darkness for students - - 7 2.2 The background of parents who cause preSSUFe (S2 122 22222222 10 2.3 lImpact of parental pressure on studenfs ccc 5-2 22 2 2221222122212 zk2 14 2.3.1 loi 06 14 2.3.2 Academie perforiance ¿+ 2c 2221122111111 122111 11111118 1118111122111 1g 16

CHAPTER 3: METHODOLOGY - on 21

3.1 Research đesign L2 201020111201 11211111 111111112111 11 11 H1 H111 1111k 21 3.2 Research seftIng T12 1120112011 1211 111 1111111111111 1 111111 4x kh 21

3.5 n6? ri on 24

cản? rẻ näỪủỢVŨIẦ 25

CHAPTER 4: RESULTS AND DISCUSSION 27 An 27 4.1.1 Students are under pressure from parents cà 28 4.1.2 Factors lead to parental pressure among final-year majors at

4.1.3 Final-year English majors face difficulties from parental PIFOSSULC Lc ccccececscseseseseseseseseseceesnerscsesesesessseceesnetscsesessieeesietesieeeteeereteteeaees 32 4.1.4 The ways and measures that participants applied to

Overcome pressure FrOM parenfS - 2c 21212212122212.2 re 33

4.1.5 Freedom to decide important personal affairs - 34

XP on - 35 CHAPTER 5: CONCLUSION con 39

REFERENCES: cm nn nh ni 44 APPENDIX con cm nàn n ni ni nn BH 49

TABLES Table I Demographic Information of students 5 222252 ‡ 222 ss+2 24

to my supervisor, Dr Truong Thi Nhu Ngoc, whose invaluable guidance and advice played a crucial role in the completion of this work Her support carried me through all the stages of writing my project, and | am truly grateful for her expertise and assistance

| would also like to extend my thanks to the members of my committee for creating an enjoyable defense experience and for providing insightful comments and suggestions that greatly contributed to the improvement of my work

Furthermore, | would like to express my heartfelt appreciation to my friends for their unwavering support and understanding throughout the research process and the writing of

my project Your continuous support and prayers have been a source of strength and motivation for me

Lastly, | want to acknowledge and give thanks to God His guidance has been evident in every step of this journey, and | am grateful for His presence during the challenging times It is through His grace that | have been able to complete my degree, and | will continue to trust in Him for my future endeavors

Student’s name

Tran Duy Long

particularly in America, Europe, and Asia Despite its worldwide attention, Vietnam lacks specific studies on this topic, relying primarily on online magazine articles This research delves into the perspectives of Vietnamese public university English majors on parental pressures Five final-year English majors from a Vietnamese public university participated in semi-structured interviews The findings identify imposition and compulsion as primary factors causing parental pressures Participants’ opinions

on the impact of parental pressures vary, with some viewing the phenomenon as motivational and others recognizing negative effects on creativity Parental pressures result in mental difficulties, discomfort, and anxiety Participants’ coping mechanisms involve setting study schedules and seeking family understanding Maintaining authenticity and establishing personal goals also proved to be effective Despite pressure, participants asserted their autonomy The results significantly contribute to shaping positive approaches to parenting, education, and policy- making

Keywords: parental pressures, English majors

Pressure and stress are common in today's society, especially for young people,

2014) Moreover they also demonstrated that inadequate resolution of these

psychological pressures can potentially lead to the development of mental health issues among individuals,

induce depression of adolescents (Ma et al., 2018) Parents’ imposition of extreme

expectations is noted as a factor that can inadvertently subject children to considerable stress,

Authoritarian parents utilize a system of rewards and punishments to ensure compliance with rules and exert control over their children, as noted by Akhtar and Aziz (2011) Rather than actively listening to their child, these parents tend to dictate and guide their development based on a predetermined plan This controlling approach often leads to feelings of depression in children who are compelled to conform to their parents' wishes Consequently, parental pressure emerges as a significant factor influencing academic achievement on students Akhtar and Aziz (2011) in their study focusing on Indian male and female university students in a Masters program, a cluster sampling technique was used to select 156 students from three university departments (Business Administration, Computer Science, and Economics) An opinionnaire was administered to assess students’ perceptions of

significantly affect the academic achievement of male students Notably, Business Administration students demonstrated a positive relationship between parental pressure and academic achievement However, it is important to note that this research paper did not extensively focus on the negative aspects of parental pressure

on students Therefore, it would be valuable to explore and include the negative effects of parental pressure in your research paper, providing comprehensive and accurate details

According to Dr Nguyen Thi Tham, a Doctor of Psychology and Education, parents often prioritize their children's physical health, but tend to overlook or dismiss their mental wellbeing Parents frequently lean on their adult psychology and life experiences to evaluate and judge their young children Nevertheless, parents must recognize that their child's physiology changes significantly during puberty Diverse physical, emotional, and psychological transformations mark this stage Therefore, it becomes essential for parents to be attentive to their child's mental health needs during this period

1.2 Significance of the study

The study on understanding parental pressure on academic achievement among final-year English majors at HUIT holds significant importance for several reasons Firstly, it sheds light on a prevalent issue faced by many students pursuing higher education Parental pressure is a common phenomenon that can have profound effects on students' academic experiences, mental health, and overall well- being By specifically focusing on final-year English majors at HUIT, the study provides valuable insights into a specific group of students who may encounter unique challenges and expectations related to their academic field

Secondly, the study's findings can enhance our understanding of parent-child dynamics regarding academic achievement By examining the nature of parental

The study's findings can pave the way for future research on parental pressure in diverse academic fields and institutions This broader exploration will foster a comprehensive understanding of the issue and aid in the development of effective strategies to address parental pressure on academic achievement in various educational contexts

As an English language major, studying at the University of Industry and Trade, I want to develop and implement this topic with my peers to see if they are under pressure from their parents, the difficulties they face, and to find ways to reduce the pressure on their children from parents

1.3 Purpose of the study

As an English language major at the University of Industry and Trade, I am interested in exploring the topic of parental pressure on students and the difficulties they face I would like to engage in discussions with my peers to understand if they also experience pressure from their parents and the specific challenges they

encounter as a result

The purpose of this study is to investigate and gain a comprehensive understanding of the parental pressure experienced by final-year English majors at HUIT, and its impact on their academic achievement By examining the perceptions, experiences, as well as the nature and sources of pressure from parents, this research aims to provide valuable insights into the complex dynamics between parental expectations and academic performance in the context of undergraduate English education The primary objectives of this study are to provide clear definitions of parental pressure, examine the correlation between parental pressure and academic achievement among final-year English language students at HUIT, identify the challenges faced by students when experiencing pressure, explore the adverse effects of parental pressure, investigate the consequences of such pressure,

The ultimate goal of these conversations and collaborative efforts is to create

a positive change in our academic environments By addressing the issue of parental pressure and finding ways to mitigate its negative effects, we can promote a healthier and more balanced approach to education

Parental pressure, according to Levine (2006), is the significant focus placed on external achievements such as academic success, extracurricular activities, and societal standards This pressure is frequently motivated by a desire

to give the finest opportunity for children and assure their future success On the other hand, contends that when parental pressure becomes extreme, it can have a detrimental impact on children's mental health, self-esteem, and general development (Levine, 2006)

Gupta and Khan (1987) define parental pressure as behavior indicating an expectation of unfavorable or even impossible levels of achievement by children

According to Maccoby and Martin (1983), the Authoritarian parenting style

is identified by certain patterns, including a lack of friendliness or warmth in the parent-child relationship, a tendency to use harsh or severe punishment methods, and a lack of consistency or regularity in parenting practices

shape, management, and judge their children's behavior and attitudes according to

an unconditional set of requirements; parents emphasized obedience, respect for authority, work, custom, and a healthy sense of order; and verbal exchange between parent and child is dissuaded

The authoritative parenting style, as outlined by Baumrind, represents the third type of parenting approach This style incorporates several key elements: an anticipation of mature behavior from the child and the establishment of clear standards by the parents; the consistent enforcement of rules and standards, utilizing commands and sanctions when required; the promotion of the child's independence and individuality; open and communicative interactions between parents and children, fostering verbal exchange; and the acknowledgment of the rights of both parents and children within the parent-child relationship

Academic stress is an emotional experience that students encounter during their school years It not only impacts their physical health but also has implications for their mental well-being (Acevedo et al., 2021)

Stress is increasingly becoming a part of our daily lives Historically, the Latin word “stress” has been in common language since the seventeenth century and was used to address hardship, adversity, or affliction However, stress is best described as a situation where environmental demands exceed the capacity for effective response by the individual and can potentially have physical and psychological consequences (U Rout, J K Rout, 1993)

1.6 Organization This study is organized into the following chapters:

Chapter 1: Introduction

It also explains definition of keywords

Chapter 2: Literature review

In this chapter, a comprehensive review of relevant literature and previous studies related to parental pressures and their impact on students, is presented The chapter highlights key theoretical frameworks and concepts that inform the current study

Chapter 3: Methodology This chapter describes the research design, participants, data collection methods, and data analysis techniques employed in the study It provides a rationale for the chosen methodology and discusses ethical considerations

Chapter 4: Results and discussion

In this chapter, the findings from the qualitative interviews with Vietnamese university English majors regarding their perceived parental pressures are presented and analyzed The participants’ perspectives, experiences, and coping mechanisms are explored in detail

This chapter interprets and discusses the findings in relation to the research questions and the existing literature It examines the implications of the findings, identifies patterns and themes, and provides a deeper understanding of the parental pressures faced by Vietnamese university English majors

Chapter 5: Conclusion The final chapter summarizes the main findings of the study, discusses their implications, and offers recommendations for future research It also reflects on the limitations of the study and suggests potential strategies for supporting English majors in dealing with parental pressures

References

Appendices Any supplementary materials, such as interview transcripts or survey questionnaires, are included in the appendices for reference

2.1 Parental pressure-psychological darkness for students

The pressure is typically to be the best in the chosen field, even if it is one in which they previously excelled but now cannot Academic stress among students is primarily driven by significant parental expectations and pressure (Deb et al, 2015) Many parents push their very young adolescents too hard to excel academically which is leading to an increase in the adolescents stress and depression difficulties (Leslie Maitland Werner, 1986) It is important to recognize the impact of parental expectations on academic stress while considering the broader cultural context While parental expectations can serve as a driving force for motivation, they can also lead to significant stress and mental health concerns if they become overwhelming or unattainable for students

If parents assist their children emotionally, the burden on them is reduced (Quach et al, 2013) Parents support their children with school activities will see their children flourish in school (Pande and Thapa, 2017) Striking a balance between parental support, guidance, and fostering a healthy academic environment

is crucial to promote the well-being and success of students Parents want their children to excel and be the greatest achievers in all areas, including school and social life, but this is not realistic

Parents push their children to achieve well in school If they do not meet their parents' expectations, such as achieving a high grade point average and performing well in school, their parents may become enraged (Moneva and Moncada, 2020) When children are unable to meet the requirements set by their parents, it often triggers a sense of fear and apprehension within them

Parents who want their pupils to do well in a certain activity or have outstanding academic results want the best for their children, but they may unwittingly put a lot of pressure on them to avoid disappointing them When

parents can lead to various detrimental effects on children, including mental health issues like depression and anxiety, low self-esteem, eating disorders, academic underperformance, and sleep difficulties

In the current competitive scenario in India, it is observed that many parents struggle to strike a balance when it comes to academic pressure on their children Rather than maintaining a moderate approach, some parents tend to exhibit demanding and controlling behaviors, which can create excessive pressure on their children (Srivastava, 2017) These behaviors may include setting unrealistically high expectations, closely monitoring every aspect of their child's academic life, and placing undue emphasis on academic achievements Such intense parental pressure can have negative consequences on the child's well-being, including increased stress levels, decreased motivation, and a negative impact on their mental health It is important for parents to be mindful of the potential harm excessive academic pressure can cause and strive to create a supportive environment that nurtures their child's holistic development

Mental health professionals suggest that unrealistic expectations from parents can influence the cognitive and emotional development of children in negative ways The child of an authoritarian parent wants to live up to their expectations and keep them satisfied (Akhtar and Aziz, 2011) When parents get on their children's backs about performing well in school or at an activity, the children lose self-esteem because they are afraid of upsetting their parents in any way

The direction of the connection between authoritarian parenting style and performance in school is negative, authoritarian parenting has been shown to have detrimental implications for children's academic achievement since a too rigorous and demanding approach impairs the level of accomplishment (Rauf and Ahmed, 2017) Some parents push side by side their children to other successful persons

(Irfan and Hussain, 2014) Anxiety might arise if parents put too much pressure on their children to succeed (Akhtar and Aziz, 2011)

In Jagobiao National High School, some students experience pressure from their parents to excel academically (Moneva and Moncada, 2020) The fear and anxiety of not meeting their parents' expectations intensify as the time for report card distribution approaches Failing to meet personal and societal expectations is a matter of great significance that can potentially result in a loss of reputation, leading

to a subsequent loss of confidence and support from one's family (Yeh & Huang, 1996) These students worry about disappointing their parents and facing potential anger or dissatisfaction if they fail to meet the high standards set by their parents, including achieving top grades and demonstrating academic accomplishments

Academic stress was determined to be mostly caused by parental demand for improved academic achievement A significant number of parents contribute to this stress by criticizing their children, often comparing their performance to that of the top student in the class (Deb et al, 2015) This practice of constant comparison can further intensify the academic pressure experienced by students, leading to heightened stress levels and a negative impact on their overall well-being Then, they also pointed out that some youngsters are unable to handle the demands any longer and mentally break down under the stress of betng pushed by their parents to

"be the best" in art or music classes and under pressure to do well in school

Parents put a lot of pressure on their children because they have very high standards for them Additionally, parents pushed their children to accomplish high goals and get good grades (Moneva and Moncada, 2020) Parents who put academic pressure on their children lead to a difficult existence for the pupils (Sangma et al, 2018) When pupils are stressed out about their marks, they are less likely to learn (Maajida et al, 2018)

2,2, The background of parents who cause pressure

Before getting into the main issue of children being under pressure from their parents in Vietnam, the researcher outline the most common types of parents who put pressure on their children High amounts of rigidity and expectation are characteristics of authoritarian parenting (Soortya, 2017) In Asian culture, parents are more likely authoritarian with children (Sue & Abe, 1995), parents who have greater expectations for their children's success are more likely to be active in their children's academics (Yamato and Holloway) Despite their high levels of scholastic accomplishment

Asians have the most authoritarian parenting styles (Chao, 1994) It is widely recognized that the authoritarian parenting style is prevalent in many Southeast Asian countries, including Vietnam This parenting approach is characterized by strict discipline, high parental expectations, and an emphasis on obedience Parents who adopt an authoritarian style in these cultural contexts often prioritize academic success and place significant pressure on their children to excel academically According to research, authoritarian parents who check on their kids' homework undermine their academic and school success (Darling and Steinberg, 1993) Research has demonstrated that an authoritarian parenting style negatively affects children's academic performance This is due to the consistently mgorous and demanding approach, which leads to decreased levels of achievement

In addition to Asian students placing internal pressure on themselves to achieve academic excellence, they also demonstrate a strong commitment to meeting familial obligations and fulfilling the academic expectations set by important individuals in their lives, including parents and teachers (Ang and Huan, 2006)

They go to great lengths to balance these responsibilities, further emphasizing the importance they attribute to meeting both personal and external expectations in their academic pursuits In Asian, the learning environment is quite

difficult and tough to students who are studying in these nations Asian students, specifically, commonly face substantial academic demands, exhibit lower levels of satisfaction with their academic achievements, and encounter significant external pressure to excel academically (Dunne et al, 2010) Consequently, they may experience heightened levels of academic stress in comparison to students in English-speaking countries In Asia tend to exhibit higher levels of anxiety and depression compared to individuals from non-Asian countries (Sastry and Ross,

1998)

This finding suggests that there may be unique cultural, social, and environmental factors contributing to the increased prevalence of anxiety and depression among Asians in Asia

So, Asian students, in particular, face unique challenges in their academic journey They often carry a heavy academic burden, experiencing high expectations and rigorous academic demands from both their families and society Consequently, they may struggle with lower satisfaction regarding their academic performance Additionally, these students are subjected to strong external pressure to study and achieve exceptional academic outcomes As a result, they tend to experience higher levels of academic stress compared to their counterparts in English-speaking countries

Parenting in this manner is extremely severe and tough Any disobedience of the rules or the parents’ directives immediately results in punishment, and authoritarian parents utilize physical punishment, such as spankings, in order to impose their stringent and rigorous regulations over the kid An authoritarian parenting style, despite the parents' intention to ensure their child's well-being, can inadvertently harm the child's self-esteem and ability to solve problems (Jadon and Tripathi, 2017) The rigid and controlling nature of this approach restricts the child's autonomy and hinders their development of independent thinking and decision- making skills The constant emphasis on obedience and compliance can suppress the child's confidence and hinder their sense of self-worth Adopting a more

balanced parenting approach that combines structure with warmth, open communication, and opportunities for independent thinking is crucial for promoting healthier cognitive and emotional growth in children

Asian parents take great pleasure in the accomplishments of their kids and are frequently prepared to make substantial time and financial sacrifices in order to support their kids' academic aspirations (Fuligni & Pedersen, 2002)

Asian families tend to prioritize education and view it as of primary importance As a result, they often have high demands and expectations regarding educational achievement Education is seen as a crucial pathway to success and upward mobility, leading to the setting of ambitious goals and a strong emphasis on academic performance within Asian families

The teenagers exhibited knowledge of their parents’ expectations for them and a desire to live up to them But they battled against the idea that in Asian culture, "doing your best" was insufficient and that the only way to uphold their parents’ ideals was to "be the best" (Sarma, 2014) Both teenagers’ expectations from oneself and expectations from other people, such as parents, are strongly connected with stress associated with school in the Asian environment (Ang and Huan, 2006) High parental expectations can be a source of stress and depression in teenagers

In East Asia, there is an increasing acknowledgment of the academic burden placed on students and the subsequent impact on their health and well-being (Dunne

et al, 2010) This issue often gains significant attention in the media, particularly in response to tragic events such as youth suicides that occur during exam periods These incidents serve as poignant reminders of the immense pressure that students face and the potential negative consequences it can have on their mental health As

a result, there is a growing recognition of the need to address and alleviate the excessive academic burden and prioritize the well-being of students in educational systems throughout the region

This trend is particularly prominent among Asian American students, who tend to devote more time to their studies and frequently acknowledge that their parents hold high expectations and standards for their school performance (Dornbusch et al 2016) In the realm of academic stress, it is evident that Asian students not only place significant pressure on themselves to excel academically but also exert considerable effort in meeting familial obligations and fulfilling the academic expectations set by influential individuals in their lives, such as their parents and teachers

Maccoby and Martin (1983) identified that an authoritarian parenting style can be recognized by certain indicators, such as reduced warmth, strict disciplinary practices, and inconsistent routines These characteristics reflect a parenting approach that prioritizes control and obedience, with limited emphasis on emotional support and flexibility It is important to note that different parenting styles exist, and the authoritarian style, as outlined by Maccoby and Martin, is just one of the recognized approaches

According to information from “Next Generation” conducted by the British Council (2020), around four in ten young people feel pressured to pursue the forms

of education (38%) preferred by their families (Frankie, 2020) A preliminary study conducted in Vietnam found that over 50% of adolescents face personal pressure to attain high grades and have elevated expectations from their parents (Dunne, et al, 2010) This suggests that a significant portion of Vietnamese adolescents experience a considerable burden to excel academically and meet the standards set

Based on findings from the 2009 Second National Survey Assessment of Vietnamese Youth (SAVY-2), it was observed that parents in Vietnam commonly exerted pressure on their children to achieve academic success and perform well in their studies Furthermore, the study revealed that adolescents who reported feeling pressured to excel academically were 40-60% more prone to experiencing severe depressive symptoms compared to their peers who did not experience such pressure (Dunne et al, 2010)

“Report of the 2019 global school-based student health survey in Viet Nam”

is coordinated by World Health Organization pointed out that up to 54.7% of students feel pressure because their parents have high expectations for learning (World Health Organization, 2019)

A preliminary investigation conducted in Vietnam indicated that over 50% of teenagers encounter personal pressure to attain excellent grades and face high expectations from their parents These adolescents also experience anxiety and stress due to the fear of failing to meet their family's expectations and the weight of test preparations (Dunne et al, 2010)

Parents who exhibit these negative behaviors can have detrimental effects on their children They tend to have excessively high expectations, frequently scold their children, impose their own beliefs and opinions on them, compare them unfavorably to their peers in a way that undermines their self-worth, It is important

to recognize that these negative parental behaviors can have long-lasting effects on children's psychological and emotional development

2.3 Impact of parental pressure on students

Asian students, in particular, frequently experience a significant academic burden, lower satisfaction with their academic performance, and substantial external pressure to excel academically As a result, they may encounter more pronounced academic stress compared to their counterparts in English-speaking countries (Dunne et al, 2010)

Stress is a significant concern that significantly influences various aspects of a student's life, including social interactions, academic performance, and mental health (Simuforosa, 2013) Adolescents can be profoundly impacted by stress, with potential long-term consequences for their physical and mental well-being Erkutlu and Chafia (2006) highlighted that the pressure to achieve, coupled with high expectations from parents, and oneself, creates a highly stressful academic environment The pressure to excel in academic education is particularly high in East Asian countries and seems to be growing as society becomes more competitive (Dunne et al, 2010)

2.3.1 Mental health Parents' explicit demands and the resulting parental pressure can have significant implications for students' achievement-related mental health problems (Eriksen, 2021), it creates a sense of pressure and obligation for the students to meet those demands

Research indicates that parents should be aware that imposing excessive pressure on their children can have negative effects, such as increased anxiety and social isolation (Johnson & Descartes, 2017) A study conducted by Aldwin and Greenberger (1987) revealed a connection between the perception of academic stress and the presence of anxiety and depression symptoms in college students Similarly, when parents exert pressure on their children in academic pursuits, it can contribute to a stressful life for the students (Sangma et al, 2018)

The findings in the study “Class, parenting and academic stress in Norway: Middle-class youth on parental pressure and mental health” researched by Eriksen (2021) show that all participants in this group reported a connection between the pressure to achieve and various mental health problems They shared similar symptoms, such as perceiving everything as burdensome and experiencing a sense

of hopelessness about the future, children may suffer from a mistaken sense of self- worth, low self-esteem, and a poor self-image This suggests that the excessive

pressure to excel academically can have a detrimental impact on individuals' mental well-being, leading to feelings of overwhelm and a negative outlook on life It highlights the importance of addressing and managing academic pressure to promote better mental health outcomes for individuals

According to Quach et al (2015), children who are under pressure from their parents will have a negative impact on their mental health if they are required to perform well in school or college, parents frequently put a lot of stress on their Chinese teenagers to do excellent in school, which may be detrimental to the psychological health of the teenagers Because of the expectations and impositions

of parents in Southeast Asian countries on high grades and academic achievement, children will be able to fall under educational pressure, Dunne et al (2010) also indicated that in East Asian nations, there is a great deal of pressure to perform well

in school, and this pressure seems to be growing as society gets more competitive

Students are stressed when they are under pressure from their parents that can negatively affect mental health These physical health problems can be attributed to the negative impact of chronic stress on the body's physiological functioning There is a growing prevalence of unexplained headaches, migraines, and hypertension among teenagers, which is increasingly concerning These health issues are frequently attributed to the stressful nature of their lives (Faraone et al, 2002) Children may experience symptoms such as excessive worry, racing thoughts, difficulty concentrating, and physical symptoms like headaches or stomachaches

When parental pressure is excessive or unjustified, it can have a significant negative impact on children's mental health High levels of stress and anxiety might result from parents’ continual demands for academic excellence and meeting their expectations When they don't live up to their parents' expectations, children may ltve with a constant worry of failing and feel inadequate or undeserving, never- ending drive to prove themselves

The detrimental effects on mental health can transcend beyond the classroom and affect a child's self-worth, social interactions, and general emotional health, among other areas of their life Striking a balance between offering assistance and motivation, encouraging a positive outlook on life, and stressing the value of general wellbeing is crucial for parents

2.3.2 Academic performance Chen et al (1995) found a significant correlation between academic achievement and depression, indicating that children who experienced depression had more academic difficulties compared to their non-depressed peers both at the time of the study and two years later

The disapproval and censure from parents can have a profound impact on a child It can lead to feelings of frustration and a diminished sense of competence The child may start to develop an aversion towards studying as a result This negative feedback from parents can significantly influence the child's motivation and self-perception, potentially hindering their academic progress and overall well- being

Overzealous parental expectations regarding their children's academic performance might be harmful to their creativity and self-worth, the ongoing pressure to live up to high standards may overwhelm students, making it difficult for them to concentrate, think creatively, or enjoy learning Overwhelming pressure can make people fearful of failing, which can increase anxiety and have a detrimental effect on their academic performance Pressure may make it more difficult for them to explore their original thoughts and think creatively Furthermore, it might have a detrimental effect on their self-esteem as they could always feel pressured to live up to irrational expectations (Srivastava, 2017)

Interestingly, parental pressurization can also have unintended consequences

on the children's academic interest and achievement Instead of fostering a love for learning, excessive pressure can lead to a decrease in their intrinsic motivation to

pursue academic endeavors As a result, their actual academic performance may suffer, which is contrary to the expectations of the parents who were seeking high achievement It is important for parents to strike a balance between support and pressure, allowing children to develop their own interests, explore their potential, and maintain a healthy level of motivation and self-esteem

East Asian students often exhibit behaviors such as nervousness, depression, and a general sense of being overwhelmed due to academic pressures Therefore, it

is reasonable to assume that Asian students, as a whole, experience significant academic pressure (Srivastava, 2017) Even though parental participation is usually seen as advantageous, too much or excessive pressure may have a negative impact

on students' wellbeing and academic achievement (Swargiary, 2023)

Crosnoe and Muller (2004) and Chandra and Batada (2008) have highlighted the significant impacts of stress on a student's academic performance and overall success in school (Simuforosa, 2013) Stress can have detrimental effects on various aspects of a student's life, including their ability to concentrate, retain information, and effectively manage their workload These effects can manifest as decreased academic performance, reduced motivation, and difficulties in meeting educational goals Recognizing and addressing the effects of stress on students is crucial for creating supportive environments that promote their well-being and academic success The constant fear of disappointing their parents or falling short of expectations creates a constant state of pressure and worry This can make it difficult for children to concentrate, retain information, and perform at their best academically

Pressure coming from parents can lead to learning burnout Learning burnout encompasses the sense of fatigue and depletion that students endure while engaged

in the learning process It has the potential to negatively impact students’ physical and mental well-being, potentially resulting in subpar academic performance and even withdrawal from their studies (Li et al, 2021; Madigan & Curran, 2021) Intense learning stress can have a detrimental effect on students’ inclination to

participate in exploratory learning endeavors This, in turn, raises the likelihood of experiencing learning burnout (Xu et al, 2022)

The transactional model of stress and coping (Lauzaus & Folkman, 1984) suggests that stressors can impact an individual's cognitive appraisals and coping strategies, which can further contribute to negative outcomes In the context of learning, cognitive appraisals, such as self-efficacy (one's belief in their ability to succeed in learning), play a significant role in understanding the relationship between learning stress and negative consequences like burnout These cognitive appraisals act as important explanatory factors in how learning stress influences and contributes to the development of negative outcomes, such as learning burnout (Xu

Some scholars contend that the association between academic stress and suicidal ideation among adolescents may be stronger, particularly in East Asian countries, due to the significant familial and cultural emphasis on academic excellence According to Ang and Huan (2006), specifically, within the Asian context, the academic stress experienced by adolescents as a result of their own expectations and the expectations placed upon them by parents and teachers is particularly noteworthy

The prevalence of suicide among adolescents is a substantial contributor to mortality rates within this population (McLoughlin et al., 2015) Furthermore, the presence of suicidal thoughts and behaviors (STBs) among youth has a profound impact on their overall well-being, leading to significant disability on a global scale

(Gore et al., 2011) These findings underscore the urgent need for comprehensive approaches to address and prevent adolescent suicide and mitigate the detrimental effects of STBs on the health and functioning of young individuals

Téero et al (2001) conducted a study demonstrating a significant correlation between the pressure to excel in school and suicidal behaviors among children and adolescents Their findings revealed that the occurrence of suicide cases typically reached its highest point during examination periods, when students experienced heightened stress levels in the academic setting

Depression in adolescents is commonly linked to the presence of suicidal thoughts and behaviors (Brand et al., 1996; Brent et al., 1999) This connection between depression and suicidal ideation has been consistently observed in research studies conducted with Asian adolescents as well

The presence of depression was found to have a significant role in explaining the relationship between academic stress and suicidal ideation among adolescents

In other words, the impact of academic stress on suicidal ideation appears to be largely mediated by the presence of depressive symptoms in this population (De Man, 1999; Stewart et al., 1999) Stress exposure is integral to suicide theories, highlighting its significant role in understanding suicidal ideation and behavior (Stewart et al., 2019)

During adolescence, depression and anxiety emerge as the most prevalent mental health concerns (Solmi et al., 2021) Additionally, non-suicidal self-harm (NSSH) is frequently observed among adolescents, often co-occurring with depression and anxiety (Lundh et al., 2011) These mental health issues collectively represent significant risk factors for suicidal ideation, suicide attempts, and completed suicide (Castellvi et al., 2017; Gili et al., 2019) The coexistence of depression, anxiety, and NSSH underscores the importance of comprehensive interventions targeting these interconnected factors to prevent and address the risk

of suicide in the adolescent population

When considering the collective findings, if there is a positive correlation between academic stress and adolescent depression, and adolescent depression is positively associated with suicidal ideation, it is plausible to suggest that the impact

of academic stress on adolescent suicidal ideation may be mediated by its influence

on adolescent depression In other words, the effect of academic stress on suicidal ideation among adolescents may be partially explained by the impact it has on the development or exacerbation of depression in this population (Ang & Huan, 2006) 2.5 Traumatic things that happened in Vietnam

Incidents of student suicide due to excessive pressure occur every year in Vietnam in particular and in the world in general In Vietnam, cases of student suicide due to pressure are published in newspapers, including national news broadcasts, such unfortunate incidents happen to children who are under pressure to study from their parents, instead of being of feeding age, learning age, playing age but they only “learn" and must obey their parents, must strive to meet their parents' expectations, the age when they should be exploring the world around them more, experiencing many things from life instead of confined to their rooms, making friends with books

On April 10, 2018, a grade 10 boy attended Nguyen Khuyen High School (Tan Binh district, Ho Chi Minh City) HCM) threw himself from the corrugated tron roof on the 4th floor of the classroom suite onto the school grounds to commit suicide In the "goodbye" letter he left, C said he was overwhelmed with academics, grades and failed to meet expectations of his parents In 2022, specifically at 3:30 am on April 1, a grade 10 boy died after committing suicide by jumping from the 28th floor of an apartment building in Phu La ward, Ha Dong district, Hanoi, accompanied by a suicide note

Grade 11 girl jumped into a dam in Binh Duong Province to commit suicide because her parents' academic results were not as expected, and before leaving, she left 5 suicide letters Two of them were letters T sent to his parents, the other to his

sister and friends expressing his boredom and disappointment because his academic results did not meet the expectations of his parents and sisters

The 6th grade boy jumped from the 22nd floor of the apartment building to his death because he did not do well on the test, the victim named D (12 years old, residing on the 22nd floor of S4 building, Goldmark City Apartment) The victim's family said D was in 6th grade Due to the pressure of studying and not doing well

on the test, D jumped from the 22nd floor

2.6 Do not let children think that suicide is a way to escape pressure

Based on the tragic incidents, researchers have identified that children percetve suicide as a means of escape from overwhelming pressures and excessive expectations imposed on them by parents, family, and academics The question arises as to why these children face such academic pressure Once again, researchers confirm that excessively high expectations and mandatory demands from parents are a significant factor contributing to academic pressure, including pressure on the children themselves

According to the World Health Organization (WHO), suicide is a significant public health concern on a global scale Each year, approximately 703,000 individuals die by suicide This places suicide as one of the leading causes of death worldwide, surpassing the mortality rates associated with malaria, HIV/AIDS, breast cancer, as well as war and homicide In 2019, suicide accounted for more than 1.3% of all deaths, signifying that more than one in every 100 deaths resulted

from suicide These statistics underscore the urgent need for comprehensive efforts

to address and prevent suicide globally

Snowdon and Choi (2020) conducted a study indicating that suicide cases are not commonly observed among children under the age of 10 Nevertheless, in developed countries, there is a discernible rise in the frequency of suicide among individuals aged 10 to 14, and this trend further intensifies within the age group of

15 to 24 (Chia, 1999) The findings highlight a significant shift in the prevalence of suicide as individuals transition from childhood to adolescence and early adulthood

is central to virtually all major theories of suicide (O’Connor and Nock, 2014)

The World Health Organization (WHO) has released a toolkit that enables communities to actively participate in suicide prevention efforts This resource is vital as it helps combat stigma and isolation, enhances understanding and consciousness about the issue, and offers social support to individuals who are particularly vulnerable According to WHO, countries and communities are increasingly working to prevent suicide:

World Suicide Prevention Day is observed on September 10th and is organized by the International Association for Suicide Prevention (IASP) This important day recognizes suicide as a significant public health issue It has sparked global, national, and local campaigns that aim to raise awareness and reduce the stigma surrounding suicide

Over the past few decades, and especially since 2000, numerous countries have developed national suicide prevention strategies As of 2014, there were 28 countries with known national strategies dedicated to suicide prevention, and this number continues to grow steadily

Efforts to increase awareness about suicide and its prevention have also intensified Training and education programs focusing on suicide prevention are being implemented in schools, workplaces, military settings, and prisons National suicide prevention organizations and centers are actively involved in supporting research, promoting awareness, and advocating for policies and interventions in various countries and communities

In essence, parents are the best agents to prevent suicide in their children, because they are the ones who are in constant contact with their children Parents should be aware of their children's strange behaviors For the Vietnamese education system in general and each school in particular, it is necessary to soon establish a school psychology counseling system, staffing psychology teachers for schools For students, parents should regularly listen, talk to them as friends, advise, avoid putting heavy pressure Caring for them regularly with an open and sincere attitude, helping them to open their hearts to share all their melancholy and pressing sorrows

so that they can be lighter, helping them feel no longer lonely but feeling that there are always good people by their side and supporting them in life

2.7, Previous studies

According to earlier research, parental pressure benefits students in 2 of the studies (Kim and Park, 2006; Akhtar, and Aziz, 2011; Deb, Strodl, 2015) Using their investigation, Kim and Park (2006) presented contrasting findings, as they discovered a positive correlation between parental expectations and pressure and their children's academic achievement among Korean students On the other hand, according to the research conducted by Akhtar and Aziz (2011), the results of the study demonstrated a positive impact of parental pressure on the academic

achievement of students, particularly female university students However, no significant effect of parental pressure on the academic achievement of male students was found Additionally, the study revealed that parental pressure had a positive effect specifically on the academic achievement of Business Administration students According to research conducted in India (Deb, Strodl, Sun, 2015), parental pressure for improved academic performance was identified as the primary source of academic stress by a significant percentage of students, specifically 66.0%

of the respondents This finding highlights the substantial influence that parental expectations and pressure have on students’ academic experiences in the Indian context The combined findings from the studies indicate that parental pressure has

a positive effect on the academic achievement of students in general But these studies may not have explicitly demonstrated the negative effects of parental pressure, as they might have been conducted under conditions that were favorable

to parental pressure However, it is important to acknowledge that other research has indeed highlighted the negative aspects of this type of pressure In fact, studies have shown that students who experience pressure from their parents often exhibit negative behaviors and outcomes

Contrary to the findings of Kim and Park, Akhtar and Aziz, and Deb, Strodl, Sun, there are some studies that have yielded contrasting results regarding the impact of parental pressure on academic achievement These studies have found that parental pressure can have negative effects on students’ academic performance The impact of parental pressure on academic achievement becomes even more significant, the influence of parental pressure is more significant compared to pressure from other sources (Srivastava, 2017)

Srivastava acknowledged that the increasing psycho-somatic, learning, and behavioral issues among children can be attributed to various factors However, he identifies over-ambitious parents as the most significant factor contributing to these problems Furthermore, Srivastava provided additional confirmation that the academic pressure exerted by parents has an adverse influence on children's

academic interest and academic achievement The statement highlights the significance of parental pressure compared to pressure from other sources on academic achievement In a bustling society where various external factors can affect students’ academic performance, the impact of parental pressure becomes

even more pronounced

Parental pressure can stem from high expectations and aspirations for their children's academic success, failing to meet their parents' expectations induces stress and negatively affects students’ academic performance (Subramani, & Venkatachalam, 2019) This pressure may manifest in various forms, such as setting rigid academic goals, constant monitoring of academic progress, or pushing children to take on excessive academic commitments (Irfan and Hussain, 2014)

These various forms has indicated that has indicated that an excessive level

of parental control can have detrimental effects on students’ motivation and academic achievement (Duchesne and Ratelle, 2010), parental control, which encompasses the pressure exerted by parents to compel their children to conform to their expectations, has been found to have negative implications for the motivation and academic achievement of students In such a context, the influence of parental pressure can be particularly strong and influential

Quach et al (2013) also indicated research findings that Mainland Chinese adolescents frequently face substantial levels of pressure from their parents to excel academically According to Naspal and Sinha (2016), their findings conducted revealed that parental pressure had a negative impact on students' academic achievement, and this effect was mediated through the psychological pathway of test anxiety Additionally, their results imply that students who believe that levels of parental pressure are more likely to experience anxiety in assessment contexts, which ultimately hampers their performance levels In other words, According to the study, when kids were under a lot of parental pressure, it increased their test anxiety, which, in turn, hindered their academic performance The findings suggest that students who experience high levels of perceived parental pressure are more

susceptible to experiencing test anxiety, which subsequently impedes their academic performance The pressure to meet their parents' expectations creates a significant psychological burden that interferes with the students! ability to perform optimally in assessment situations

According to the research conducted by Irfan and Hussain (2014), the causes

of parental pressure on students to achieve high grades were examined, along with the levels of anxiety and stress experienced by students The study findings indicated that male students tend to experience higher levels of parental pressure compared to female students However, despite experiencing comparatively lower levels of parental pressure, female students exhibited higher levels of anxiety and stress These findings highlight the complex interplay between parental pressure, gender, and the psychological well-being of students It emphasizes the importance

of considering individual experiences and the unique pressures faced by male and female students when examining the impact of parental

CHAPTER 3: METHODOLOGY 3.1 Research design

In this study, the researcher utilized qualitative research methods as the primary technique to delve into a specific real-life situation The aim was to gain a deeper understanding of the influence of parental pressure on the academic achievements of final-year English majors at HUIT By employing qualitative research, the study sought to uncover and explore the nuances and complexities of this phenomenon

To effectively address the research objectives, a survey incorporating qualitative data was implemented as a research instrument This strategic approach aimed to identify and pinpoint the challenges that adolescents face when subjected to parental pressure, and to discern the various measures they employ to overcome this pressure from their parents

By employing qualitative research methods and conducting a survey, the study sought to offer rich and detailed insights into the experiences of final-year English majors at HUIT The goal was to shed light on the specific ways in which parental pressure manifests, its impact on academic achievement, and the coping mechanisms adopted by students in order to navigate and manage the pressures imposed upon them by their parents

3.2 Research setting

The research setting for this study will involve conducting in- depth, one-on-one interviews with five final-year English majors at HUIT, using the Zoom video conferencing platform This virtual

setting allows for convenient and_ flexible participation, accommodating the preferences and accessibility of the participants

Each participant will be scheduled for a separate interview session via Zoom, ensuring focused and uninterrupted discussions Prior to the interviews, the researchers will share the Zoom meeting details and provide instructions to the participants on how

to join the virtual interview Technical support will be available to address any potential connectivity issues and ensure smooth communication

The interviews will be conducted in an in-depth manner, following a semi-structured interview format The researchers will prepare a set of open-ended questions and prompts to guide the conversation, allowing participants to share their unique perspectives and narratives related to parental pressure on academic achievement Probing questions will be used to delve deeper into specific aspects and encourage participants to provide detailed and comprehensive responses

Special attention will be given to creating a supportive and empathetic atmosphere during the interviews The researchers will actively listen, show empathy, and be sensitive to participantsff emotions and experiences This approach will help foster trust and encourage participants to share their honest views and insights on the topic Non-verbal cues will be observed and interpreted to better understand participantsff emotions and reactions during the interview

To ensure the privacy and confidentiality of the participants, participants will be reminded not to record the sessions, and the