The Dynamics of Parental Pressure and Academic Achievement (A Mixed-Methods Study in Mumbai High Schools): WITH ADMINISTRATION MANUAL

The findings highlight a spectrum of parental pressure experiences, revealing its dual role as a motivator and stressor. Female students exhibited slightly higher GPAs (average: 3.35) compared to males (average: 3.27), indicating nuanced gender-specific academic outcomes. Moderating factors, such as motivation, self-esteem, and coping strategies, were critical in shaping academic performance. Supportive parental communication and effective coping mechanisms mitigated stress and bolstered scholastic success, whereas authoritarian parenting styles correlated with diminished self-esteem and maladaptive behaviors.

These results underscore the need for balanced parental involvement and tailored interventions to foster academic achievement and psychological well-being. Recommendations for creating supportive academic environments are discussed.

Keywords: Parental pressure, academic achievement, gender dynamics, coping strategies, student well-being