Effect of Parental Pressure on Academic Stress Mediated by Test Anxiety of College Students

Abstract

This dissertation investigates the impact of perceived parental pressure on academic stress among college students, with a focus on test anxiety as a mediating variable. In collectivist societies such as India, where academic achievement is closely associated with family honor and future stability, parental expectations can serve as both a source of motivation and a cause of stress. Utilizing cognitive-affective theory as a framework, the research examines how external pressures trigger emotional responses that affect cognitive performance and overall well-being. A quantitative, cross-sectional methodology was adopted, employing three standardized assessment tools: the Westside Test Anxiety Scale, the Student Stress Inventory – Academic Subscale, and the Frost Multidimensional Perfectionism Scale, which emphasizes perceived parental expectations and criticism. Statistical evaluations, including Pearson correlation and mediation analysis through regression, indicated that heightened perceived parental pressure correlates with increased academic stress, with test anxiety acting as a significant mediator. These results highlight the importance of emotional regulation in academic success and suggest the necessity for interventions aimed at alleviating test anxiety, such as cognitive-behavioural therapy and psychoeducation. Encouraging emotionally supportive parenting while setting realistic academic expectations may enhance student performance. Future studies should explore longitudinal impacts, gender disparities, and cultural differences.