Authors : Amad, Febelyn A.; Colantro, Metz V.; Desponte, Francis Nicole S.; Peralta, Chelmarie; Dr. Jandy T. Bongcayat; Gretchen C. Tajaran; Jeanverly Grethel M. Mantilla; Roland Felix Jr. B. Payos

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/hdjarmt9

Scribd : https://tinyurl.com/4m5e99vd

DOI : https://doi.org/10.38124/ijisrt/25nov1477

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Abstract : This study explored the relationship between parental pressure and academic self-efficacy among 1st-year Bachelor of Secondary Education major in English students at Governor Generoso College of Arts, Sciences, and Technology using a descriptive-correlational design and cluster sampling. Moreover, four indicators were used to measure parental pressure, and four indicators were used to examine academic self-efficacy. Results showed a strong positive correlation, indicating that clear expectations, monitoring, and supportive encouragement from parents help strengthen students’ academic confidence. However, overly strict pressure may cause stress, highlighting the need for balanced guidance. The study suggests that teachers use activities that build self-efficacy and that schools guide parents on how supportive expectations can improve students’ perseverance. Future research may examine how each type of parental pressure affects different aspects of academic self-efficacy.

Keywords : Parental Pressure, Academic Self-Efficacy, Descriptive-Correlational Design, Philippines.

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