Academic Achievement Pressure Research Articles

The Relationship Between Parental Academic Achievement Pressure, Physical Activity, Self-Esteem, and Body Image Among South Korean Adolescents

The purpose of this study is to analyze the effects of parental academic achievement pressure and physical activity on body image mediated by self-esteem. By examining a total of 1328 South Korean adolescents, this study yielded the following results. First, parental academic achievement pressure negatively affects self-esteem directly. Second, physical activity positively affects self-esteem directly. Third, self-esteem positively influences body image directly. Fourth, parental academic achievement pressure has a negative indirect effect on body image through the mediation of self-esteem. Fifth, physical activity has a positive indirect effect on body image through the mediation of self-esteem. These findings underscore the importance of appropriate physical activity, especially for adolescents under significant academic pressure. Physical activity can directly enhance self-esteem, which in turn improves body image. This study highlights the role of physical activity in mitigating the negative impact of parental academic achievement pressure on body image through self-esteem.

Identifying Types of Changes in Elementary School Students’ Perceived Academic Achievement Pressure and its Relation to Psycho-Emotional and Cognitive Characteristics

Objectives: This study identified the latent types of changes in academic pressure perceptions among elementary school students in fourth to sixth grade. Additionally, the study investigated the relation between these changes and psycho-emotional and cognitive characteristics.Methods: Data from the 11th-13th waves of the Panel Study of Korean Children (PSKC) were used for preliminary correlation and descriptive analyses in SPSS Windows software version 23. A three-step growth mixture model in Mplus was then employed to uncover differences in psycho-social characteristics associated with perceived academic pressure change types and variations in their cognitive characteristics.Results: Four types of perceived academic achievement pressure changes were identified among elementary school students: low-level steady increase, high-level steady decrease, low-level rapid increase, and high-level rapid decrease. These change types were associated with significant differences in psycho-emotional characteristics, such as academic stress, time use satisfaction, and self-esteem. Additionally, distinctive executive function difficulties were observed between the rapid increase and decrease of academic achievement pressure change types in elementary school students.Conclusion: The study confirmed distinct academic achievement pressure perceptions among elementary school students, emphasizing the roles of psycho-emotional factors (academic stress, time use satisfaction, and self-esteem) and cognitive factors (executive function difficulties) in understanding these variations. The study also discussed implications and proposed directions for future research.

The Mediating Role of Sibling Relationships in the Relationship Between Parental Achievement Support and Pressure and Psychological Resilience

A healthy family climate, including parents' attitudes towards their children and the quality of sibling relationships, is essential for child resilience. One of the domains where parental attitudes are determinative is the children's academic life. In an unhealthy family climate, for instance, parental pressure for academic success may cause dysfunctional sibling relationships and low-level psychological resilience in children. The aim is to investigate the mediating role of sibling relationships in the association between parental academic achievement pressure and support and children's resilience levels. Five hundred and one children (10–14 years old) participated in the study. Children completed the Parent Academic Achievement Pressure and Support Scale (PAAPSS), Sibling Relationship Questionnaire (SRQ), Child and Youth Resilience Measure (CYRM-12), and Demographic Information Form. Findings from the two different mediation models of Hayes Process Macro revealed that sibling relationship characteristics of warmth, intimacy, and status, or power, mediated the relationship between parental academic support and resilience levels. Rivalry and conflict were not significant mediators. All parental (i.e., support) and sibling relationship variables explained the 41% variance in child resilience (Model 1). Sibling relationship characteristics of warmth or intimacy, status or power, rivalry, and conflict mediated the relationship between parental academic pressure and resilience. All parental (i.e., pressure) and sibling relationship variables explained the 35% variance in child resilience (Model 2). To improve children's resilience, we propose healthier parental attitudes toward academic issues and more functional sibling relationships.

The Mediating Effect of Academic Stress and Academic Burnout in High School Students' view between Parents' Academic Achievement Pressure and Test Anxiety.

The Mediating Effect of Academic Stress and Academic Burnout in High School Students' view between Parents' Academic Achievement Pressure and Test Anxiety.

Relationship between maternal academic achievement pressure and children’s happiness: The mediating effect of academic stress moderated by ego-resiliency

The purpose of this study was to examine the mediating effect of academic stress moderated by ego-resiliency in the relationship between maternal academic pressure and children’s happiness This study used data from 12th waves of the PSKC 2019(The Panel Study on Korean Children). 1,412 children’s data were utilized for analysis. The mediating effect of academic stress moderated by ego-resiliency was verified using SPSS process macro. The results are as follows. First, maternal academic achievement pressure showed a positive correlation with children’s academic stress, a negative correlation with children’s happiness. Second, children’s academic stress had a full mediating effect between maternal academic pressure and children’s happiness. Third, children’s ego-resiliency had a moderating effect on the relationship between maternal academic achievement pressure and children’s academic stress. Based on these result, implications and suggestions were provided.s The findings of this study emphasize the importance of promoting ego-resiliency as a moderating variable between maternal academic achievement pressure and children’s academic stress. These findings could be used as a foundation for developing parent education programs to support not to pressure for child’s academic achievement, and for emphasizing importance to promote child’s ego-resiliency.

Analysis of Science-Based Entrepreneurship Skills and Parents' Academic Achievement Pressure and Support of Primary School Students

This study aims to examine whether there is a relationship between the academic achievement pressure and support of parents and students' science-based entrepreneurship and how these variables change in terms of parents' activities with their children. For this purpose, one of the quantitative research approaches, the discriptive survey method, was used in the study. 142 students from 3 different primary schools in Erzurum province participated in the study, using the appropriate sampling method. Demographic information questionnaire, Parental Academic Success Pressure and Support Scale (PASPSS), and Science-Based Entrepreneurship Scale (SBES) were used as data collection tools in the study. The data obtained from the participants were analyzed with the SPSS 26.0 package program. As a result, the science-based entrepreneurship levels of the students change in terms of the length of time the parents study with their children and participate in social sports activities. The pressure on their children's academic success is enhancing in terms of parents' children spending time in the digital environment while studying. On the contrary, the higher their children's educational expectations, the more they support their academic success. Finally, weak and intermediate relationships were determined regarding students' science-based entrepreneurship, parental academic achievement pressures, and support.

The Effects of Maternal Parenting Behaviors and Middle School Students’ Self-Determination Motivation on Self-Regulated Learning

Objectives: This study aimed to examine the effects of maternal parenting behaviors and middle school students’ self-determination motivation on self-regulated learning. We also aimed to explore the mediating effects of self-determination motivation between maternal parenting behaviors and middle school students’ self-regulated learning.Methods: A total of 306 middle school students (91 males and 215 females) participated in this study. They responded to questions regarding their mothers’ parenting behaviors (i.e., warmth-rejection, autonomy support-coercion, and structure-chaos), their self-determination motivation and self-regulated learning (i.e., cognitive regulation, motivational regulation, and behavioral regulation). Data were analyzed using structural equation modeling. The bootstrapping method was used to examine whether the mediating effect of self-determination motivation was significant.Results: First, maternal parenting behaviors did not have a direct effect on middle school students’ self-regulated learning. Second, maternal parenting behaviors had an indirect effect on self-regulated learning through middle school students’ self-determination motivation. Consequently, the more positive the mother’s parenting behaviors were, the higher the middle school student’s self-determination motivation, which led to higher self-regulated learning.Conclusion: Findigns from this study highlight that in present society where pressure for academic achievement is great, voluntary participation with interest-based learning can result in increase of the efficiency and production of learning in middle school students. These findings can be utilized in a development of self-regulated learning programs for adolescents or parent education programs to improve the learning environment for students. This study contributed to the field by examining effects of both positive and negative parenting behaviors on cognitive, motivational, and behavioral aspects of self-regulated learning.

The Effect of Parental Academic Achievement Pressure perceived by Middle School Students on Academic Procrastination: The Mediating Role of Evaluative Concerns Perfectionism

Objectives: This study aimed to examine the mediating effect of evaluative concerns perfectionism on the relationship between parental academic achievement pressure perceived by middle school students and their academic procrastination.Methods: The study participants were 522 middle school students from first to third grade from three middle schools located in Gunsan, Iksan, and Jeonju. All data were analyzed using descriptive statistics and Pearson’s correlation coefficients. Structural equation modeling was also used to investigate the mediating model.Results: The result of this study showed that the level of parental academic achievement pressure perceived by middle school students increased their level of academic procrastination. In addition, the level of students’ evaluative concerns perfectionism increased the level of their academic procrastination. Second, middle school students’ evaluative concerns perfectionism partially mediated the relationship between parental academic achievement pressure perceived by them and their academic procrastination. That is, the higher the level of parental academic achievement pressure, the higher the level of evaluative concerns perfectionism, and consequently, the higher the middle school students’ academic procrastination.Conclusion: The outcomes suggest that it is important for parents to set proper expectations for their children and provide them with sufficient support, such as respecting their autonomy in academic decision-making to prevent students’ academic procrastination. In addition, interventions to change maladaptive cognitive beliefs including evaluation concerns perfectionism would help students reduce their academic procrastination. In conclusion, these findings suggest several ways to prevent and decrease middle school students’ academic procrastination by empirically verifying predictors on academic procrastination.

어머니의 학업성취압력과 초등학생의 학업스트레스 간의 관계에서 자아존중감의 조절효과

The purpose of this study was to find the moderating effect of children’s self-esteem on the relationship between maternal academic achievement pressure and children’s academic stress. Participants were 1,402 mothers with fourth-grade elementary school children from 2018 Korean Children Panel. Data were analyzed using descriptive statistics. Correlation analysis was performed and significance of moderated pathways was determined using SPSS 21.0 and PROCESS macro 3.3, respectively. Results are as follows. First, maternal academic achievement pressure showed a positive correlation with children’s academic stress. On the other hand, children’s self-esteem showed negative correlations with maternal academic achievement pressure and children’s academic stress. Second, children’s self-esteem had a moderating effect on the relationship between maternal academic achievement pressure and children’s academic stress. Results of this study suggest that systematic and periodic programs should be developed to improve children’s self-esteem and maternal supportive role.

The effects of parents’ academic achievement pressure on school adjustment of elementary school students: The mediating effects of children’s academic stress and grit

본 연구는 부모의 성취압력이 초등학교 고학년의 학업스트레스와 그릿을 통해 학교적응에 미치는 영향을 살펴보는 것을 목적으로 하였다. 본 연구는 한국아동패널의 11차년도(2018) 자료를 활용하였으며 고학년의 시작인 초등학교 4학년 707명을 대상으로 구조방정식모형(Structural Equation Modeling)을 통해 분석하였다. 연구결과, 부모의 성취압력은 아동의 학교적응에 직접적인 영향을 미치지 않았다. 그러나 부모의 성취압력은 아동의 학업스트레스와 그릿을 통해 학교적응에 간접적으로 유의한 영향을 미쳤다. 이러한 결과는 학업스트레스와 그릿의 간접적인 효과를 밝혔다는 데 의의가 있다. 본 연구결과는 초등학교 고학년 아동의 학교적응을 위하여 부모가 직접적으로 학업을 독려하기 보다는 아동의 내적인 심리상태를 살피고 그릿과 같은 특질을 키워주어야 한다는 시사점을 제공하며, 아동의 학교적응을 돕기 위한 프로그램의 근거자료로 활용될 수 있을 것이다.

A Study on Effect of Academic Achievement Pressure by Professor perceived by College Students Majoring in Airline Service on College life Adaptation: Focused on Mediating Effect of Academic Burnout

A Study on Effect of Academic Achievement Pressure by Professor perceived by College Students Majoring in Airline Service on College life Adaptation: Focused on Mediating Effect of Academic Burnout

"부모의 학업성취압력이 고등학교 3학년 학생의 진로결정수준에 미치는 영향: 자기결정성의 매개효과"

"부모의 학업성취압력이 고등학교 3학년 학생의 진로결정수준에 미치는 영향: 자기결정성의 매개효과"

The effect of Parents' Academic Achievement Pressure on Academic Failure Self-Disclosure of Learners: The Mediating Role of Learners' Positive Emotions

학습실패가 학업에 도움이 되기 위해서는 자신의 실패경험을 타인과 공유하고 개방하는 일이 중요하다. 그러나 실패경험의 개방은 사람에 따라서 부정적인 정서를 불러온다. 그러한 상황 중 하나가 부모의 학업 관련 압력이 크다고 자녀가 지각하는 경우가 그렇다. 즉, 부모가 학업에 대해 과도하게 압력을 행사하는 경우 자녀는 학업실패를 경험했을 때 그것을 타인에게 개방하지 않는 경향이 있다. 하지만 자녀가 긍정적인 태도를 가지고 있다면 부모의 학업에 대한 압력과 실패개방 사이 문제를 완화해줄 수 있을 것이라 예상해 볼 수 있다. 본 연구는 부모의 학업성취 압력, 학습자들의 긍정성과 학습실패 개방사이의 관계를 살펴보기 위해, 학습자들의 긍정성이 부모의 학업성취 압력과 학습실패 개방사이를 매개하는지 탐색하였다. 본 연구를 위해 2019년 10월부터 11월 까지 서울, 경기도 및 인천지역에서 자원한 중학교 학생들을 대상으로 416부의 설문 데이터를 수집하였다. 수집된 자료로 기술통계분석, 상관분석, 매개효과 검정이 실시되었다. 분석 결과는 다음과 같다. 첫째, 부모의 학업성취 압력은 학습자의 긍정성과 학업실패 개방과 부적인 상관관계가 확인되었으며, 학습자의 긍정성은 학업실패개방과 정적인 상관관계가 확인되었다. 둘째, 긍정성은 부모의 학업성취 압력과 학습자의 학습실패 개방 간의 관계를 부분 매개하였다. 본 연구 결과를 바탕으로 교육적 시사점을 제언하였다.

Mediating Effects of Academic Stress and Academic Emotion in the Relation between Parents’ Academic Achievement Pressure and Learning Flow

본 연구의 목적은 아동․청소년을 대상으로 부모학업성취압력과 학습몰입의 관계에서 학업스트레스와 학업정서의 매개효과를 검증하는 데 있다. 이를 위해 초․중학교에 재학 중인 남녀학생 1,233명을 대상으로 설문조사를 실시하였고, 탐색적 요인분석과 측정모형 검증을 통해 부모학업성취압력과 학습몰입과의 관계에서 학업스트레스와 학업정서의 매개효과를 검증하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 주요변인들 간 상관관계 분석결과는 부모학업성취압력과 학습몰입, 학업스트레스, 학업정서는 정적상관, 학업스트레스와 학업정서, 학업정서와 학습몰입은 학업정서의 하위분류에 따라 반대의 상관관계를 보였다. 둘째, 부모학업성취압력과 학습몰입의 관계를 학업스트레스(기대비교상황)가 매개하였고 부모학업성취압력은 학업스트레스(정서신체반응, 기대비교상황)와 학업정서 중 긍정정서(희망, 즐거움)에 이중 매개되어 학습몰입 효과를 나타냈다. 이러한 연구결과를 바탕으로 주요 시사점과 제언 및 한계점을 논의하였다.The purpose of this study was to examine the mediating effects of academic stress and academic emotion in the relationship between parents academic achievement pressure and learning flow among children and youths. For this purpose, a survey was conducted on 1,233 elementary and middle school students to collect data, and an exploratory factor analysis and measurement model verification were conducted. The principal results of this study are as follows. First, as a result of the correlation analysis among the main variables, it was shown that there was a positive relationship between parents academic achievement pressure, learning flow, academic stress and academic emotion, and there was a negative relationship between academic stress and academic emotion, and between academic emotion and learning flow, according to the sub-classification of academic emotion. Second, academic stress (expected comparative situation) mediated the relationship between parental academic achievement pressure and learning flow, and parental academic achievement pressure dual mediated the academic stress (emotional body response, expected comparative situation) and positive emotion (hope, pleasure) among academic emotions, showing the learning flow effect. Based on the results of this study, the implications, suggestions, and limitations were discussed.

Feasibility of a Virtual Reality Program in Managing Test Anxiety: A Pilot Study

Test anxiety has been a growing problem in school-aged children, especially for students in East-Asian countries where the pressure for academic achievement is high. These students are more vulnerable to academic stress, which could further lead to anxiety disorders. For this reason, this study examined the feasibility of virtual reality (VR) test anxiety program in managing anxiety in students. A total of 22 typically developing children with varying levels of test anxiety and no history of psychiatric illnesses participated in the study (mean age = 11.6 and standard deviation [SD] = 1.84). A self-reported questionnaire measuring test anxiety, state-trait anxiety, and depression was administered. Heart rate (HR) variability and subjective anxiety were also measured to examine the changes during each of the anxiety-inducing (Exam 1 and Exam 2) and meditation (Med 1 and Med 2) sessions in the program. There was a significant difference in self-perceived anxiety during the program (p < 0.001), as well as a significant main effect of time on the standard deviation of R-R interval (p = 0.002). In addition, a significant relationship between changes in HR and perceived anxiety during Exam 1 (p = 0.003), Med 1 (p < 0.001), and Med 2 (p = 0.011) was found. In conclusion, this work demonstrates the feasibility of the virtual environment to induce different levels of anxiety and explores the potential use of VR program as a viable method to manage the negative emotion in students. This work shows the potential of technology-enhanced tools in addressing psychological problems in school-aged children. Further study is needed to validate the use of the program in clinical practice.

어머니의 학업성취압력이 중학생의 학업스트레스에 미치는 영향에서 회복탄력성의 조절효과

어머니의 학업성취압력이 중학생의 학업스트레스에 미치는 영향에서 회복탄력성의 조절효과

The Effects of Satisfaction with School English Instruction &amp; Parents’ Pressure for Academic Achievement on Student’s English Learning Motivation &amp; Behavior: Comparison between General &amp; Special-purpose High Schools

The Effects of Satisfaction with School English Instruction &amp; Parents’ Pressure for Academic Achievement on Student’s English Learning Motivation &amp; Behavior: Comparison between General &amp; Special-purpose High Schools

교수 학업성취압력이 학업소진에 미치는 영향에 있어 자기통제감의 조절효과: 4년제 대학 항공서비스 전공 여학생을 중심으로

As an object of the female students majoring in airline service, this study was to empirically analyze the effect of academic achievement pressure by professors on academic burnout, and investigate the moderating effect on the sense of self-control in this relationship. From the result of this research above, it may be summed up as follows. First, as a result of verifying the influence relation between the academic achievement pressure by professor and academic burnout, the higher they perceived the teaching attitude-related achievement pressure, the higher the degree of exhaustion was. The higher they perceived the teaching behavior-related achievement pressure, the higher the degree of exhaustion, incompetence, and indifference was.<BR> Second, as a result of verifying the moderating effect on the sense of self-control in a relationship with the academic achievement pressure by professor and academic burnout, this study has shown that there was moderating effect on the sense of self-control.

학업성취압력과 학업지연행동의 관계에서 자아탄력성의 조절효과

학업성취압력과 학업지연행동의 관계에서 자아탄력성의 조절효과

5.51 FEASIBILITY OF THE VIRTUAL REALITY TEST ANXIETY REDUCTION PROGRAM FOR STUDENTS

Test anxiety has been a growing problem in school-aged children, especially for students in East Asian countries where the pressure for academic achievement is high. These students are more vulnerable to academic stress, further leading to anxiety disorders. For this reason, there is a need to develop interventions that train students to manage anxiety in an ecologically valid environment. In this pilot study, we examine the feasibility of the virtual reality (VR)-test anxiety program in managing anxiety in students.