The Mediating Influence of Academic Self-Efficacy on Students’ Scholastic Stress and Performance: The Study of Perceived Parental Expectations

Abstract

This study aimed to investigate the role of parental expectation on academic performance and academic stress with mediating effect of self-efficacy. A correlational research design was used for the study. Three hundred students at secondary schools were selected through purposive convenient sampling. Data were collected through the administration of four respective scales: Parental Expectation Scale; Questionnaire on Academic Stress in Secondary Education (QASSE), and Academic Self-efficacy Scale; Academic Performance Questionnaire. The following statistical methods were used to test hypotheses after the data were analyzed using descriptive and inferential statistics; Correlation analysis; Linear Regression analysis; and Independent sample t-test. The findings revealed a positive correlation between parental expectations, academic stress, academic performance, and self-efficacy. Parental expectations were found to have a significant impact on both academic stress and performance. Results of the present study revealed that academic self-efficacy partially mediates the association between parental expectation and academic stress. Male students reported greater levels of parental expectation, academic stress, academic performance, and self-efficacy than females. Academic institutes are recommended to involve parents regarding their parental expectations to overcome the academic stress and increase the performance of students.