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CHAPTER 1

Introduction

Background of the Study

Every child is vulnerable and can either be formed to be effective or made to flop

throughout everyday life. As per the Child and Youth Welfare Code of the Philippines, the child

is a standout among the most essential resources of the country, the advancement and upgrade of

the child's life and welfare is additionally tie on the ethical supervision and bolster given by his

parents or guardians. All together for a child to succeed, guardians apply a ton of influence on

their child's psychological advancement in the early years and hence, the contact between home

and school ought to be kept up, particularly amid the elementary school years. Although family

foundation shows up to be a ground-breaking determinant of parental contribution, most

guardians, if properly supported, are ready to dedicate additional time and exertion to helping

with their children’s education, both in the home and school environments (Ho, 2009).

Parent backing and investment are very much characterize if the important, educators and

guardians go connected at the hip in accomplishing the advancement of the understudies and of

the absolute school network (Evangelista, 2008). Hoover-Dempsey and Sandler portrays parental

inclusion as a "rich vein" of proceeded parental impact in the lives of children as they create

through the basic, centre and secondary school years. This suggests advantages of a solid self-

teach relationship try not to finish with youngsters' accomplishment in early long periods of

training, yet it holds on through their grown-up life (Bartolome, Mamat, and Masnan, 2017).
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Being a parent is generally viewed as an intricate and esteemed job that most grown-ups

would embrace and see as a standout among the most significant ventures in their lives. This is

positively obvious in Philippine society, where the family is "the focal point of [Filipinos']

universe" (Jocano 1998, p.11). From a scientific angle, an under-remaining of child rearing is

significant to the investigation of human advancement, given substantial examine proof that how

guardians bring up their children are cause and associate of different positive and negative

results, from school and work accomplishment to withdrawn conduct and psychological

instability (Collins et al. 2000). Be that as it may, the flow condition of learning stays

commanded by Western research (Henrich, et al., 2010), and more socially assorted points of

view on child rearing and families are fundamental to land at an increasingly extensive

information of human advancement. This part shows the predominant subjects that depict child

rearing in the Philippines.

The one of a kind history, values, encounters, adjustments, has formed Child rearing in

the Philippines and methods for being that portray the Filipino individuals and their way of life.

The key presumption of this section is that parent-youngster connections, and the unpredictable

jobs, implications, and outcomes related with child rearing, are install in and formed by more

extensive settings, for example, expanded kinfolk systems, neighbourhoods, financial class, and

culture. Hypothetical perspectives, for example, Bronfenbrenner's Ecological Systems

(Bronfenbrenner and Morris 1998) and Super and Harkness' Developmental Niche (Super and

Harkness 1986) recommend that the sociocultural condition speaks to outlines or remedies that

influence and bolster the specific practices of guardians as they cooperate with their kids, and

thus youngsters' reactions to and practices towards their standard ends. The social setting in like

manner shapes the mentalities, convictions, and objectives that undergird guardians' practices;
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and the sorts of conditions and exercises that guardians set for their kids (Bronfenbrenner and

Morris 1998; Bornstein and Cheah 2006; Super and Harkness 1986; Harkness and Super 2006).

In school, students flourish to perform well, consent to necessities, for example, tests,

tests, and homework. All these are reflected in their scholastic execution (Pintrich and De Groot,

1990). Scholastic execution has been observed to be impacted by an understudy's objective

introduction (Johnson, 2012; Roebken, 2007). Objective introduction alludes to how a person

wants to appear or make aptitude in an accomplishment setting. It can either be an authority

situated or execution arranged objective (Ames and Archer, 1988). Strangely, objective

introduction is said to create an alternate idea among Filipinos (Bernardo, et al., 2008).

Statement of the Problem

The central question of the study is “What is the lived experience of senior high school

students struggling for high grades due to parental pressure?”

Specifically, it seeks to answer the following sub-questions:

1. How do senior high school students describe their experience of parental pressure?

2. What circumstances lead their parents to expect their children to aim for high grades?

3. How do the students overcome challenges in meeting their parents’ expectation?

4. How do they understand the meaning of their experience?

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Significance of the Study

Through this research, the researchers able to determine the parental pressure and senior

high school students’ struggles for high grades therefore they might be able to strengthen it.

The generalization of this study would be great contribute to the vast knowledge in

relation to students’ achievements. Vital results of this study could be highly significant and

beneficial to the following:

Students. The results will provide the students with some knowledge on parental pressure

and how they overcome it. It will give the students’ realization about it.

Parents. This study will give knowledge for them to provide emotional and moral

support to their respective children who are suffering academic pressure. It will stipulate them

additional knowledge in leading their children to success.

Educators. The given data would guide the teachers on what to do with students that

suffering academic pressure. They would be able to understand on why students struggling

parental pressure.

Future Researchers. This could serve as a baseline data for researchers who wish to

improve their own study. This may be used as a guide for those who aim to emphasize the

concept of the study.

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Scope and Delimitations

The general aim of this study is to know the pressure of middle adolescents in senior high

department in a private school of Sta. Maria, Bulacan with the focus on student’s health and

study habit.

This study mainly distinguish and assess diverse factors that influence the student of the

middle adolescent students. Also, this study desires to distinguish on how the researchers can

create and assist the middle adolescents’ students to be confident enough, dealing and

intervening with the different pressure issues related to parents that the middle adolescents’

students is currently facing and the problem that may come into future. This study will conduct

with limited amount of financial resources and time framework.

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CHAPTER 2

Review of Related Literature and Conceptual Framework

This chapter contains the review of related studies, theoretical and conceptual framework

of the study, and the definition of terms that can surely support the thought of this study.

This focuses on the different approaches and methodologies that are relate to the study.

The researcher used articles, journals, and studies on local and foreign. These materials were

gathered to have furthered and more extensive knowledge and evidence in the proposed study.

The researchers examined the reasons for parental pressure on students to accomplish

high grades and students' levels of tension and stress. This study into was brought out through a

blended technique research design. For quantitative information, 100 male and 100 female

undergraduate business projects' students from one public and three private colleges were

randomly chosen. An instrument, the Depression, Anxiety, Stress Scale (DASS42) was utilized

for survey which is accessible free at the site of the psychology department of the University of

New South Wales. For qualitative information, 4 male and 4 female students were randomly

chosen and met. The results illustrated that male students are pressurized more than female

students, yet female students' dimensions of anxiety and stress were observed to be higher.

Students are pressurized by their parents to accomplish high grades in scholastics for various

reasons for example social respect, scholarship, parents' future and parents' venture on children's

education and so forth. This study will be helpful for educational policy makers, curriculum

designers, writers, teachers, parents, students, educational counsellors, psychiatrists and

psychologists (Sheikh and Hussian, 2014).

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This paper is concerned with parental desires for school-aged kids in the United States and China

under the impacts of historical, cultural and social context. The researcher exhaustively thinks about

relevant literature in both America and China, deciding the distinctions as far as different parenting

patterns. Research about parental desires in the two countries will assist me with bettering comprehend

the distinctions of parental contribution in instruction and see a few issues and phenomena in current

society. The methodology depends on hypothetical/applied literature, and it's anything but an

experimental study (Wang, 2013).

The study goes for investigating the impact of friend and parent pressure on the scholarly

accomplishment of college students. The male and female college students of master’s class were the

number of studies. 156 students were chosen by utilizing cluster sampling method from three

departments of college (Business Administration, Computer Science and Economics) as an example for

the study. An opinionnaire was utilized to inspire the conclusions of the students with respect to

companion and parent pressure. The discoveries of the study were the parent pressure impact decidedly

and peer pressure impacts adversely the scholastic accomplishment of students and particularly female

college students. No effect of peer and parent pressure was found on the accomplishment male students.

The parent's pressure has beneficial outcome on the scholastic accomplishment of Business

Administration students (Akhtar, Ph.D. and Aziz, Ph.D.).

According to researchers the conventional social qualities and a quickly growing economy,

Mainland Chinese youths generally encounter high level of pressure from their parents to perform well in

school, which may have negative effects on adolescents’ psychological functioning. Data from 997

students in four Beijing high schools were utilized to examine relationship of Chinese parents' warmth

and parental pressure regarding students' scholastic work with the adolescents’ levels of anxiety and

depression symptoms. The study also tested whether a parent's level of warmth can direct negative
 8

consequences for immature manifestations of the parent's own academic pressure on the adolescence, as

well as negative impacts of the other parent's pressure. Gender differences in association between

childrearing behaviour and adolescent functioning were discovered. Both female and male adolescences

evaluated mothers as showing higher warmth and pressure than their fathers, however both parents'

behaviour were related with children’s mental health, in general fathers' childrearing (particularly

academic pressure) had more grounded relationship than mothers' childrearing with adolescents' misery

and anxiety. Greater parental warmth generally diminished the relationship between that parent's

academic pressure and adolescences' psychopathology symptoms, yet one parent's warmth had mixed

impacts on effects of the other's pressure. Ramifications of the findings for encouraging adolescence

psychological well-being with regards to the Chinese concept of "preparing" children to be academically

successful are discussed (Quach, Epstein, Riley, Falconier, and Fang, 2013).

Based on the researchers test tension has turned into a significant issue in current society (e.g.,

Peleg, 2004). Studies have observed it to be related with childrearing and family designs (e.g., Peleg et

al., 2003) and explicitly with separation of self (Peleg, 2004; Peleg et al., 2003). Additional studies

reported that parents' academic desires may assume an especially imperative role in offspring’s test

anxiety (e.g., Fox, Henderson, Marshall, Nichols, and Ghera, 2005; Peleg-Popko and Klingman, 2002).

The reason for the present study was to assess the connections between separation of self, perception of

parents' academic expectation and test uneasiness among college students. Specifically, the researchers

examined whether the relationship between differentiation of self (exogenous variable) and test anxiety

(endogenous variable) was mediated by apparent parental academic expectations. Participants were 392

female college students (ages 19– 36, mean age 23.6, SD = 2.8). Structural equation modelling (SEM)

was conducted the AMOS program (Arbuckle, 2007) to test this mediation effect with respect to all

subscales. Results demonstrated that students' perception of their parents' academic expectation filled in

as a fractional mediator between combination with others (differentiation of self-subscale) and

emotionality (test anxiety subscale) and between emotional cut-off (differentiation of self-subscale) and
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stress (test anxiety subscale). Students with higher level of synthesis with others or emotional cut-off

announced higher perceived parental academic expectations and higher levels of test anxiety. Educators

and school consultants can utilize the outcomes to make profiles that will help identify which students are

probably develop excessive test anxiety (Peleg, Deutch, and Dan, 2016).

The improvement of a scale to quantify apparent wellsprings of academic stress among university

students. Based on experimental evidence and recent literature review, the researchers built up an 18-item

scale to measure perception academic pressure and its sources. Specialists (n = 12) participated in the

substance approval procedure of the instrument before it was directed to (n = 100) students. The

developed instrument has inner consistency dependability of 0.7 (Cronbach's alpha), there was evidence

for content legitimacy, and factor analysis results in four corresponded and hypothetically significant

variables. They developed and tested a scale to measure academic pressure and its sources. This scale

takes 5 minutes to varnish (Bedewy and Gabriel, 2015).

This cross-sectional study inspected relations between rich juvenile change and socially notable

factors inside parent-child relationship and extracurricular domain. Bootstrapping systems assessed

interfered impacts among parental perfectionism, perceived parental pressure, intensity organized activity

(OA) involvement, and adolescence modification (i.e., depressive and anxiety symptoms, life fulfilment)

within an example of tenth graders and their parents (n = 88 parent-child pairs) from four high schools in

affluent communities. Sightings indicated that adolescence with more perfectionistic parents perceived

progressively parental pressure and experienced poorer modification. Results also exhibited that affluent

adolescents who perceived progressively parental pressure were more extremely involved in OAs,

however that higher OA intensity was connected to better alteration. Findings feature the significance of

considering about parental perfectionism when understanding adolescence behaviour and psychological

results, confirm the negative direct impacts of parental pressure on modification, and authenticate prior

research dissipating that highly intense OA involvement is connected to juvenile maladjustment (Randall,

Bohnert, and Travers, 2015).

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Grounded in Self-Determination Theory, structural equation modelling (SEM) with the point of

looking at how parental support/pressure could influence their children's motivational procedures in

sports was conducted, just as the models' differences in operability regarding sexual orientation. The

sample size was 321 children ranging in age from 10 to 16 years of age who were athletes from

Extremadura, and 321 parents (included just the father or mother progressively included with the sports of

his or her child). 175 participants were male and 146 were female from individual (n = 130), and team

sports (n=191). A survey was directed to evaluate parental view of support/pressure and another

questionnaire was led to measure fulfilment of essential mental necessities, type of inspiration and

satisfaction/boredom appeared by their children towards sports practice. Results exposed that parental

pressure unfavourably anticipated fulfilment of the basic psychological needs. It also emerged as a solid

positive predictor inherent motivation and negative predictor of amotivation. In addition, instinctive

encouragement emerged as positive predictor of satisfaction and a negative predictor of boredom, while

amotivation decidedly anticipated exhaustion and adversely anticipated pleasure. Moreover, results

appeared there were mean contrasts by sex: male athletes perceived more prominent parental pressure.

Hence, it is important to diminish parental pressure towards their children in sports, with the aim of

making them progressively encouraged and enjoy, advancing positive outcomes (Amado, Sánchez-Oliva,

González-Ponce, Pulido-González, and Sánchez-Miguel, 2015).

The researcher investigated the profession improvement and exploration experiences of youthful

grown-ups in Canada, through the viewpoint of parental pressure experiences and impression of control.

Using a grounded theory approach and a qualitative method, in-depth meetings were conducted to break

down participant narratives. Key topics developed. Participants experienced progressively parental

pressure in their college years compared with adolescence or high school years. They occupied with more

profession investigation and set a higher prominence on individual vocation and individual scholarly fit

among college years. Parental pressure did not appear to affect profession exploration in later years, when

different variables were adding to career exploration. With respect to apparent control, most members
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held a moderate to high level of apparent authority over there in general and profession situations yet felt

that parental pressure reduced authority over their career future. The results have suggestions for

vocational psychology and career guiding with youthful grown-ups (Corey, 2015).

According to Dasigner, parents explain children with youth sport and can expand a child's level of

enjoyment in the game. However, parents can also put excessively pressure on the child, which can

prompt to expanded pre-competition anxiety and decrease performance (Bois, Lalanne, and Delforge,

2008; Scanlan and Lewthwaite, 1984). The reason of this study was to inspect the connections among

seen and wanted parental pressure, pre-rivalry state uneasiness, ensuing execution, also, goal to proceed

with the game in youth swimmers ages 9-18 (Dasinger, 2014).

The conclusions of the researchers that mothers influenced food in-take grown from the ground

admission by means of their own examples of products of the soil consumption and by influencing their

children tendencies to be picky eaters. Both picky and non-picky eaters had parts of their diets that did not

meet proposals. Taken together, these findings propose that parents should concentrate less on "picky

eating" conduct and more on modelling fruit and vegetable consumption for their kids (Galloway, Fiorita,

Lee, & Birch, 2005).

This examination reviewed children's impression of their parents' commitment in a wide range of

extracurricular activities, reaching out past the games space extending beyond the sports domain. The

Parental Involvement in Activities Scale (PIAS) was made to evaluate children's impression of their

parents' attachment. The PIAS brought out a 16-thing measure with 2 factors, "support" and "weight."

The proportion of time children spend in their activities and their full of feeling basis of collaboration

were furthermore overviewed. Perceived parental help positively anticipated participants' amount of

extracurricular involvement. Perceived parental support and pressure anticipated children's affective

experience of participation. Present outcomes propose that parental support and pressure are factors that

might be central understanding how to optimize children's extracurricular input. Recommendations are

made with respect to how parents can alter their involvement to contribute to their children's positive
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experience of extracurricular activities, while minimizing involvement that contributes to negative

experience (Anderson, Funk, Elliot, and Smith. 2003).

Overall, the understanding of said phenomenon is considered incomplete because of not deeply

exploring the similarities and differences with any typical studies. Their participants were much lower

than expected so that the data were not completely represented and employed from one class. This study

will identify these variables with the aim of enhancing the importance of basic psychological needs to

achieve a central motivation.

Theoretical Framework

This study on Parental Pressure on Senior High School Students’ Struggles for High Grades

possibly based on the theory of planned behavior by Ajzen’s (1991). The theory focuses on the

motivational reasons that lead to higher intentions to perform a behavior on the basis that “the stronger

the intention to engage in a behavior, the more likely should be its performance” (Ajzen, 1991, p.181).

According to the theory of planned behavior, one should understand the reasons that lead to intentions in

order to be able to predict future involvement in a behavior.

Conceptual Framework

Parental Expressions
Parental Expectations Parents’ Experience

Parental Pressure

Overcoming solutions and

understandings
Figure 1

Figure 1.0
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As shown to figure 1.0, it focuses on the things that causes parental pressure to students and it

focuses on the things that what might be the resolution and enlightenment of the students upon this issue.

On the first part, it shows three possible causes of parental pressure. The last part shows the things what a

student might do upon resolving this issue.

Definition of Terms

This section lists and defines the significant terminologies that was used in this study. The

following terms are explain for better understanding of the study.

Parental. Relating to a person's parent or parents (Oxford dictionary, p.594).

Perfectionism. A refusal to accept any standard short of perfection (Oxford dictionary, p. 606)

Pressure. The use of persuasion, influence, or intimidation to make someone do something

(Oxford dictionary, p. 647).

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CHAPTER 3

Methodology

This chapter describes and discusses how the researcher will gather the necessary data

and information that will be use in the entire study. It describes who will be the respondents and

focus of the research. This also shows the procedure of data collection and instruments will use.

The purposes behind possessing the inductive methodology was that it considers the

setting where investigate exertion is dynamic, while it is likewise most fitting for little examples

that produce subjective information. In any case, the primary shortcoming of the inductive

methodology is that it produces summed up speculations and decisions dependent on few

perceptions, in this way the unwavering quality of research results being under inquiry (Denzin

and Lincoln, 2005)

Research Design

In order to satisfy the objectives of the dissertation, a qualitative research was held, it is

associated with naturalistic inquiry. Naturalistic inquiry is a way to deal with understanding the

social world in which the researcher observes, portrays, and translates the encounters and

activities of explicit individuals and gatherings in societal and social setting (Salkind, 2010). The

findings form in-depth qualitative research are phenomenology in the real-life experiences of the

respondents.

Qualitative procedures focus on the perspectives of the participants and allow them to

have a voice. Differences between individuals and cultures are therefore embrace during the data

analysis and discussion of findings. Therefore, with qualitative methods, one can derive meaningful
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answers and a greater understanding of the participant’s personal experiences. Furthermore, qualitative

methods embrace complexity and texture within the participant’s story. Therefore, qualitative researchers

accept the incompleteness and messiness within the data, reflecting the realities of the participant’s life

(Shank, 2002).

The effectiveness of qualitative research is heavily based on the skills and abilities of researchers,

while the outcomes may not be perceived as reliable, because they mostly come from researcher’s

personal judgments and interpretations. Because it is more appropriate for small samples, it is also risky

for the results of qualitative research to be perceived as reflecting the opinions of a wider population

(Bell, 2005).

Research Participants

The participants of the study are five (5) senior high school students that mostly at the age of 16-

17 years old from a private school located at Sta. Maria, Bulacan. The respondents were reported

according to their gender, age, grade and section, and strand. The true names of the participants are

completely unidentified for the sake of their privacy.

Participant 1 is a 16-years old male, Grade 11 HUMSS student with honors. His parents are

both well-educated and he have an older brother that excels at studying.

Participant 2 is a 16-years old male, Grade 11 HUMSS student with honors. He have older

siblings that all succeed their careers.

Participant 3 is a 17-years old male, Grade 11 STEM student with honors. His parents are both

educated and have high positions on their careers.

Participant 4 is a 17-years old male, Grade 11 HUMSS student with honors. Her mother did not

finish her studies.

Participant 5 is a 17-years old female, Grade11 STEM student with high honors. She have an

intelligent sister that stands out in her academics.

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Data Collection

For the reasons for this examination, in-depth interviews were utilized. In-depth interviews are

close to personal and unstructured interviews, whose point is to recognize participant's feelings,

sentiments, and conclusions with respect to an exploration subject. Additionally, unstructured meetings

offer adaptability as far as the stream of the interviews, along these lines leaving space for the age of ends

that were not at first intended to be determined with respect to an examination subject. Nevertheless, there

is the hazard that the meeting may stray from the pre-determined research points and targets (Gill and

Johnson, 2002). To the extent information gathering apparatuses were concerned, the conduction of the

exploration included the utilization of semi-organized survey, which was utilized as a meeting guide for

the analyst. Some specific inquiries were readied, so concerning the analyst to direct the meeting towards

the fulfilment of research goals, yet extra inquiries were made experienced amid the meetings.

Settings

The study is conducted to students that studies in private school in Pulong Buhangin, Sta. Maria,

Bulacan.

Research Instrument

The purpose of this study is to know and study the lived experience of students who experience

parental pressure. Using in-depth interviews the researcher intends to get the depth knowledge upon their

lived experience. In the interview, the researchers create an open-ended question that will be answer by

the participants. The following are the questions that will be use on this study.
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Screening question: Does your parent have high expectation on you?

Sub-Questions Interview Questions

1. How do senior high school
students describe their experience
of parental pressure?
2. What circumstances lead their
parents to expect their children to
aim for high grades?
3. How do the students overcome
challenges in meeting their
parents’ expectation?
4. How do they understand the
meaning of their experience?
1. How do your parents’ pressure you?In terms
of deeds?
2. In terms of words?
3. Among those experience what pressures you
the most?
4. What are the sacrifices you do just to meet
their expectation?
5. Can you describe what you felt as you
experience the strictness of your parents?
6. Can you think of some experiences of your
parents that lead them to treat you that way?
7. What maybe the other reasons why your
parents treat you that way?
8. How do you cope with their expectations?
9. How do you interpret this situation?
10. What learnings do you get out of this
experience?

Data Gathering Procedure

In organizing the interviews to the selected students who are experiencing parental pressure, the

researcher asked permission to the High School principal of a private school for conducting an interview.

In addition, the researcher used a letter of consent to the interviewee for their permission. After collecting

the needed data, the researcher construct a qualitative analysis matrix known as thematic analysis method.

Lastly, the researcher encodes and interprets the data to be a trustworthy information and to

become a denotable conclusion.

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Data Analysis

Content examination was utilized to dissect the information, which was assembled from

individual meetings. As indicated by Moore and McCabe (2005), this is the kind of research whereby

information accumulated was so rted in topics and sub-subjects, in order to most likely be equivalent. A

fundamental preferred standpoint of substance examination is that it helps in information gathered being

decreased and disentangled, while in the meantime delivering outcomes that may then estimate utilizing

quantitative strategies. In addition, content examination enables to scientists to structure the subjective

information gathered in a way that fulfils the achievement of research targets. Nevertheless, human

blunder is exceptionally engage with substance investigation, since there is the hazard for specialists to

confound the information accumulated, in this manner creating false and untrustworthy ends

(Krippendorff and Bock, 2008).

After the collection of the data from the participants, next is the analyzation of data from the

interviewee. Upon the analyzation of data the researcher use a thematic analysis, which it contains the

utterances, concepts, constructs, and themes of the answers of the participants.

Utterances Concepts Constructs Themes

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CHAPTER 4

Results and Discussion

This chapter defines the analysis of data tailed by a discussion of the research findings.

The raw data were analyzed to become research findings to classify, describe and find out the

lived experience of parental pressure and senior high school students’ struggles for high grades.

The researcher use a thematic analysis as a way to organize the insights and knowledge

the data gathered. Upon using thematic analysis the researchers are able to build a refined

concept and constructs that was processed to become the denotable theme.

The researchers divided this chapter into four parts, which is organize according to the

sub-questions in chapter 1. These parts contain the answers to the sub-questions.

Part one present the experience of the participants regarding to parental pressure. In

addition, it describes the experience, feeling and sacrifices of the participants.

Part two on the other hand reveals the experience of the participants’ parents that triggers

them to expect so high on their child. In addition, it holds the reasons of the parents on why they

expect too high on their child.

Part three contains the ways on how the participants cope with their parents’ expectations.

Lastly, part four covers the insights and learnings of the participants about their

experience on parental pressure.

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Senior High School Students’ that Experience Parental Pressure

The participants of the study are five (5) senior high school students that mostly at the

age of 16-17 years old from a private school located at Sta. Maria, Bulacan. The true names of

the participants are completely unidentified for the sake of their privacy.

Participant 1 is a 16-years old male, Grade 11 HUMSS student with honor. His parents

are both well-educated and he have an older brother that excels at studying.

Participant 2 is a 16-years old male, Grade 11 HUMSS student with honor. He have

older sibling that all succeed their careers.

Participant 3 is a 17-years old male, Grade 11 STEM student with honor. His parents

are both educated and have high positions on their careers.

Participant 4 is a 17-years old male, Grade 11 HUMSS student with honor. Her mother

did not finish her studies.

Participant 5 is a 17-years old female, Grade11 STEM student with high honor. She

have an intelligent sister that stands out in her academics.

Part one: Senior High School Students’ Lived Experience

This part of the study contains the following interview questions: “1) How do your

parents’ pressure you?In terms of deeds?” “2) In terms of words?” “3) Among those experience

what pressures you the most?” “4) What are the sacrifices you do just to meet their expectation?

“ “5) Can you describe what you felt as you experience the strictness of your parents?” Using

this interview questions the researchers are able to get the experience of the participants on

parental pressure.
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Most of participants answer on the interview question 1 is that they are not pressure

regarding to deeds though some are sayings that constant reminders, checking and feeling of

inadequacy are pressuring them. The constructs that we get out of this are pressure naturally

comes verbally; constant checking and reminders can be use as pressure and emotional impact

such as inadequacy. It shows that deeds do not have great pressure on students.

As the interview continues the participants answer in interview question 2 are that they

are mostly been pressure to words such as words of encouragement, motivations, reminders,

commands and scolding. The construct that the researchers develop among these concepts is

subtle and blatant words are used as pressuring tool. It portrays that there are words that might

have double meanings.

Then on the interview question 3 the participants answer that they are mostly pressured

upon the words that their parents use on them and someone says that her parents’ wants pressures

her most. In addition, one of the participants answers that she is greatly pressure on her older

siblings. The construct that the researcher comes up with are verbally pressured and pressures

from significant persons. It just mean that students are more pressure within words.

On the interview question 4 the several participants answer that they lost their time for

sleep just to study and some of them says that they have to study even harder. The construct that

we get out of this are forgone of sleep and spare effort in studying. It conveys that all of them

sacrifices something just to attain their parents ‘expectations.

On the last interview question under sub-question 1 the participants answers on what they

feel on this experience is that they are all felt sad, hurt and hard because it is like they are being

caged or tied with rules and expectations. The construct that emerged from their answer is grief-

stricken which mean they experiencing sorrowful emotions or feeling.

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Lastly, the theme that emerges on those constructs is the experience of the participants

may vary in parental expectation, parental expression, and emotional impact such as

inadequacy though they are almost identical in terms to the persons involve, sacrifices and

state of mind. It means that the participants have experience different expectations, expression

from their parents and emotional impacts. Though all of them are quite similar on the sacrifices

they give, the persons involve on their experience and the feeling they felt.

Part two: Parents’ Circumstances

This part of the study covers the experience of the participants’ parents that causes them

to expect so much on their child. It also holds their other motives on why they expect too much

on their child. This part contains the following interview questions; “6) Can you think of some

experiences of your parents that lead them to treat you that way?” “7) What maybe the other

reasons why your parents treat you that way?”

As the interview proceed on interview question 6 the participants mostly answers that

their parents’ experience are from; their older siblings, relatives, the unfinished goals of the

parents or the achievement of the participants. The construct that has been form by the researcher

is experience associated to significant persons. It tells that the parents’ experience might be

cause by experience associated with person they do have contact with including themselves.

On the interview question 7 most participant said that their parents other motives are; it is

for the participants, it is because of the older sibling achievement or it is for the parent

themselves. The construct that have been form are it is for the participant and family factors. It

pertains that the parents other motives comes either from family factors or it is for the good of

the particiapants.
 23

The circumstances that lead the parents to expect too high to their children are the

experiences associated to significant persons such as their family, relatives and even the

child itself. As the interview continues the answers of the participants leads to this theme which

it indicates that the experience of the parents’ participants generally associated with persons that

they mostly have contact with. Usually the parents adopt parental pressure through an

experience where there are close related persons that triggers their minds to expect too much

high.

Part three: Overcoming Parental pressure

This part has the interview question “8) How do you cope with their expectations?”

which it comprises the ways on how the participants overcome their experience on parental

pressure.

On interview question 8 the participants mostly said that they don’t do anything to

overcome this but some said that they just follow their parents’ wants. The construct that

produce by the answer of the participants are by doing nothing and following the parents’

desires.

To overcome this challenge the students either let it pass through them or follow

their parents’ wants as a way of love and respect. This theme emerge when the participants

are asked regarding to overcoming this challenges. It only pertains that there are two ways on

how students usually copes with their parents’ expectations, it is either they follow their parent or

they just let it pass them.

Part four: Understanding and Learnings

 24

This part of the chapter beholds one of the important things, which is knowing the

understanding and learnings the participant gets. This part contains the interview questions; “9)

How do you interpret this situation?” “10) What learnings do you get out of this experience?

As the interview reaches interview question 9, which it holds the interpretation of the

participants upon the issue. As the participants were asked some of them says that it is just it is

or having a realization that they cannot have what they want all the time. On the other hand,

several says that it is for their good or it is for their parents. The construct that the researchers

made for this interview question is that different self-realizations but with the same problem. It

conveys that no matter how similar they problems are it still depends how they see it.

As for the last interview question the participants’ answer are putting a lot of efforts will

not result for appreciation, be independent, parents know best, it will result for a brighter future,

doing the best at all time. The construct that emerges on these answers is same problem but

different enlightenment. It only conveys that having similar problem does not result same

enlightenment because everyone has different perspectives.

The understanding of the participants may differs in the enlightenment and

realization that they get. This last theme was developed. The participants get different

understanding based on how they see the results of being under parental pressure. Also, they

interpret this situation as lesson for their life.

All in all the students that experience parental pressure have carry hard decisions and

responsibilities in their life that results them to attain their parents’ expectations. Through this

experience they manage to come up with an understanding that helps them to develop for their

better future.
 25

CHAPTER 5

Summary, Conclusion and Recommendation

This chapter presents the summary, findings, conclusions that is obtain and

recommendations that may forwarded

Summary

Parent backing and investment are very much characterized if the important, educators

and guardians go connected at the hip in accomplishing the advancement of the understudies and

of the absolute school network (Evangelista, 2008).

Parental pressure is a kind of behavior of parents wherein parents expect too high on their

children that is unlikely or possible even unattainable expectations for the children to achieve.

The purpose of this study is to determine the lived experience of senior high school

students that struggles at aiming high grades due to parental pressure.

This study aims to answer the following sub-questions:

1. How do senior high school students describe their experience of parental pressure?

2. What circumstances lead their parents to expect their children to aim for high grades?

3. How do the students overcome challenges in meeting their parents’ expectation?

4. How do they understand the meaning of their experience?

 26

The significance of the study is to widen the readers’ knowledge upon the research issue

it even wants to give a proper guidance and knowledge to the parents that have subconsciously

pressure their child on their doings. The mainly focus of this study is to answer the sub-

questions that results to obtain the main purpose of this study. However, the research also used a

Phenomenological study to answer the lived experience of senior high school students on

parental pressures. The participants of the study are five (5) senior high school students that

mostly at the age of 16-17 years old from a private school located at Sta. Maria, Bulacan. Upon

the collection of data, the researcher used an interview with open-ended questions.

Lastly, upon the data analysis the researcher used a thematic analysis method, which it

indicates the utterances, concepts, constructs, and theme. This method is use to obtain the needed

data for the study.

Results

Specifically, the researchers sought to answer the following research sub-questions and

the relevant results are as follows:

1. How do senior high school students describe their experience of parental pressure?

The experience of the participants may vary in parental expectation, parental expression,

and emotional impact such as inadequacy though they are almost identical in terms to the

persons involve, sacrifices and state of mind.

2. What circumstances lead their parents to expect their children to aim for high grades?

The circumstances that lead the parents to expect too high to their children are the

experience associated to significant persons such as their family, relatives and even the child

itself.
 27

3. How do the students overcome challenges in meeting their parents’ expectation?

To overcome this challenge the student may either let it pass through them or follow their

parents’ wants as a way of respect and love.

4. How do they understand the meaning of their experience?

The understanding of the participants may differ in the enlightenment and realization that

they will get.

Conclusion

Based on the results presented, the following conclusions were drawn:

1. Their experience may have differ in some areas though it also have some similarities.

Their experience have areas they differ in such as parental expectation, parental

expression and emotional impact. However, they have some similarities such as the persons

involve, sacrifices and state of minds.

2. Associating with significant persons.

Regarding to the sub-question 2 they always answer that there is someone who is involve,

which causes their parents to expect too high on them.

3. Different ways of overcoming challenges

The participants of the study answers that they have different ways on conquering the

challenge they faced. Most of them answers that they let it pass through them or they just follow

what their parents’ desire.

4. Different perceptions of the participants.

 28

The answer of the participants regarding to the learnings they get is that they have their

own enlightenment and realizations to this experience.

Recommendation

Based on the conclusions of the study the following recommendations are given:

For the parents:

This study would like to recommend that instead of pressuring their child, it is better to

motivate them to do better.

For the students:

This study states that the students should continue listening on their parents because they

just want a brighter future for them.

For the future researchers:

This study wants to encourage future researchers to do a lot more research regarding to

this topic and use it as a guide for their future study.

 29

References

Amado, D., Sánchez-Oliva, D., González-Ponce, I., Pulido-González, J., & Sánchez-Miguel, P.

(2015). Incidence of Parental Support and Pressure. Plos One, 1-14.

doi:10.1371/journal.pone.0128015

Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources

among university students: The Perception of Academic Stress Scale. Report of empirical

study, 1-9. doi:10.1177/2055102915596714

Quach, A. S., Epstein, N. B., Riley, P. J., Falconier, M. K., & Fang, X. (2013). Effects of Parental

Warmth and Academic Pressure on Anxiety. J Child Fam Stud, 106-116.

doi:10.1007/s10826-013-9818-y

Randall, E. T., Bohnert, A. M., & Travers , L. V. (2015). Understanding affluent adolescent

adjustment: The interplay. elsevier, 56-66. doi:10.1016/j.adolescence.2015.03.005

Anderson, J. C., Funk, J. B., Elliott, R., & Smith, P. (2003). Parental support and pressure and

children’s extracurricular. Elsevier, 1-17. doi:10.1016/0193-3973(03)00046-7

 30

Bartolome, M., Mamat, N., & Masnan, A. (2017). PARENTAL INVOLVEMENT IN THE

PHILIPPINES: A REVIEW OF. Retrieved from

file:///C:/Users/User/Downloads/94f9a1d3-73a9-44c8-859d-8d0bf2bc565c%20(1).pdf

Blair, S. (2013). Filipino Parental Involvement and Children Education performance. Retrieved

from file:///C:/Users/User/Downloads/Filipino-Parental-Involvement-and-Childrens-

Education-Performance-Sampson-Lee-BlairTAMBARA-Volume30-NO.2December-

2013%20(1).pdf

Corey, P. (2015). EXAMINING THE INFLUENCE OF PARENTAL PRESSURE AND

PERCEIVED. 1-175. doi:1807/70272/3

Dasinger, T. M. (2014). Parental Pressure, Anxiety, and Performance among Age Group

Swimmers. Louisiana State University, 1-43. Retrieved from

https://digitalcommons.lsu.edu/cgi/viewcontent.cgi?

article=5295&context=gradschool_theses

Galloway, A., Fiorita, L., Lee, Y., & Birch, L. (2005). Parental Pressure, Dietary Patterns, and

Weight. American Dietetic Association, 541-548. doi:10.1016/j.jada.2005.01.029

Peleg, O., Deutch, C., & Dan, O. (2016). Test anxiety among female college students and its

relation to perceived. Elsevier, 428-436. doi:10.1016/j.lindif.2016.06.010

Retuya, C., Ceniza, D., Lara, J., Tare, S., & Quinan, K. (2018). The Priming Effect of Family.

Retrieved from file:///C:/Users/User/Downloads/pjp2017-50-2-pp159-173-

retuyacenizalaratarequinain-
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the_priming_effect_of_family_obligations_on_filipino_students_academic_performance

%20(1).pdf

Robinson, A. (1991). The Psychological Effects of Parental Pressure to Achieve on Children.

University of Windsor, 1-240. Retrieved from

https://scholar.uwindsor.ca/cgi/viewcontent.cgi?

referer=https://www.google.com/&httpsredir=1&article=5182&context=etd

Sheikh, I., & Hussain, N. (2014). PARENTAL PRESSURE ON STUDENT’S ATTAINMENT

OF HIGH GRADES IN. Research Gate, 1-22. Retrieved from

https://repository.asu.edu/attachments/137354/content/Sarma_asu_0010E_14259.pdf

The Effect of Peer and Parent Pressure on the Academic Achievement of University Students.

(2011). Research Gate, 254-264. Retrieved from

https://www.researchgate.net/publication/231582200_The_Effect_of_Peer_and_Parent_P

ressure_on_the_Academic_Achievement_of_University_Students

Wang, X. (2013). The Influences of Parental Expectations on Children 's Academic

Achievements. Loyola eCommons, 1-41. Retrieved from

https://pdfs.semanticscholar.org/4a16/aee3ee32615f4a84c6415301fa925dffe08b.pdf
 32

Appendix A
 33

Appendix B
34
35
36
37
38
 39

Appendix C
Parental Pressure and Senior High School Students’ Struggles for High Grades
Central Question: What is the lived experience of senior high school students struggling for
high grades due to parental pressure?
Screening question: Does your parent have high expectation on you?
Sub-Questions Interview Questions

1. How do your parents’ pressure you? In

5. How do senior high school
students describe their experience
of parental pressure?
6. What circumstances lead their
parents to expect their children to
aim for high grades?
7. How do the students overcome
challenges in meeting their
parents’ expectation?
8. How do they understand the
meaning of their experience?
terms of deeds?
2. In terms of words?
3. Among those experience what pressures
you the most?
4. What are the sacrifices you do just to
meet their expectation?
5. Can you describe what you felt as you
experience the strictness of your parents?
6. Can you think of some experiences of
your parents that lead them to treat you
that way?
7. What maybe the other reasons why your
parents treat you that way?
8. How do you cope with their expectations?
9. How do you interpret this situation?
10. What learnings do you get out of this
experience?

___________________
___________________
Crizzel Anne T. Bautista
Mary Vettanny A. Pastor
___________________
___________________
Cyrine Aice F. Bautista
Shane Danamie F. Peralta
___________________
Aaron Justo C. Gaoiran

Noted by: Approved by:

_______________________ ____________________________
Maribel R. Gaite, Ph. D. Ms. Maria Cristina W. Somo, LPT
Practical Research Adviser High School Principal
 40

Appendix D

Participant #1

Interviewer: Does your parents have high expectation on you?

Interviewee: Yes

Interviewer: How do your parents pressure you? In term of in deeds?

Interviewee: Not deeds, di ako naperpressure sa deed ok? (Not in deeds, I’m not being pressure

through deeds ok?)

Interviewer: In terms of words?

Interviewee: Pinepressure nila ako sa word, halimbawa magsasabi sila ng parang

encouragement ganon (They pressure me through words, for example they telling me words for

encouragement.)

Interviewer: Pano (How?)

Interviewee: Kunwari “uy mag-UP ka” ganyan. (For illustration “Hey study in UP” like that.)

Interviewer: Among those experience what pressures you the most?

Interviewee: Words.

Interviewer: What are the sacrifices you do just to meet their expectations?

Interviewee: Syempre di ka matutulog magaaral ka lang (Of course you will not sleep just to

study.)

Interviewer: Can you describe what you felt as you experience the strictness of your parents?
 41

Interviewee: Edi mahirap, syempre kailangan basta mahirap siya. (It is hard, because it is

needed.)

Interviewer: Can you think of some experiences of your parents that lead them to treat you that

way?

Interviewee: Oo, dahil nga sa kuya ko. Sa kuya ko nga, gusto nila gayahin ko kuya ko. Matalino

kuya ko sa UP nakapagtapos. (Yes, it is because of my older brother .they want me to be like

him. Intelligent and finish study in U.P.)

Interviewer: What maybe the other reasons why your parents treat you that way?

Interviewee: Ewan, not so sure. Parang encouragement para mas galingan ko pa. (I don’t know.

Not so sure but it is like an encouragement to do better.)

Interviewer: How do you cope with their expectations?

Interviewee: Wala, chill lang go with the flow lang. minsan nagaaral ako mabuti minsan hindi,

pero madalas oo. (Nothing, just chill and go with the flow. Sometimes I study hard but

sometimes not, but most of the time yes.)

Interviewer: How do you interpret this situation?

Interviewee: Ganon na e, pano ko intindihin yon. (That is what it is. How should I understand

that?)

Interviewer: What learnings do you get out of this experience?

Interviewee: Parang kahit anong gawin mo di pa rin magiging enough sa isang tao mga efforts

mo, pero kasi diba dapat gawin mo pa din. (Even though you put all your effort in it, will not be

enough for someone though you still need to do it.)

 42

Participant #2

Interviewer: Does your parents have high expectation ?

Interviewee: Oo, kase parang ano, apat kami tapos ako nalang yung naga aaral tapos

nageexpect sila sakin ng ganon, basta yon. (Yes, because like we are four siblings and I’m the

only one who is still studying therefore they expect a lot from me.)

Interviewer: How do your parents pressure you? In terms of deed?

Interviewee: Sinasabi nya mag aral daw ako mabuti kase ako daw yung mag aangat sa pamilya

namin ganon. (They said that I need to study hard because I’m the only one who will raise our

family like that.)

Interviewer: how do your parents pressure you? In terms of words?

Interviewee: Parang sasabihin nya ano , yun nga mag aral mabuti . (It seems like they will say

what, that to study hard.)

Interviewer: Among those experience what pressures you the most?

Interviewee: Yun nga yung sabi nya ano mag aral ka mabuti , paulit ulit lang ganon. (That they

always said that I need to study hard, repeatedly.)

Interviewer: What are the sacrifices you do just to meet their expectation?

Interviewee: Yun nga mag aral ng mabuti, basta yon yun yon. (I need to study hard that’s it)

Interviewer: Can you describe what you felt as you experience the strictness of your parents?

Interviewee: Ano, siguro don sa , syempre nasasaktan ako kase parang apat kaming ano

magkakapatid tapos , tas parang bakit puro ako yung napepressure pwede naman din sila
 43

ganon. ( What, maybe in , of course I felt hurt because even though we are four all in all, why is

it that I’m the only one being pressured why can’t it be them too?)

Interview: Can you think of some experiences of your parents that lead them to treat you that

way?

Interviewee: Ammm siguro ano nakikita nila don sa iba naming mga kamag anak na nag

gaganon na, basta ganon . (uhm maybe what they see to our relatives that it is like that)

Intervewer: What maybe the other reasons why your parents treat you that way?

Interviewee: Kase siguro gusto lang din nila na nagging maayos ako. (Because they want the

best for me)

Interviewer: How do you cope with their expectation?

Interviewee: Wala parang sinasarili ko nalang, ako nalang mismo nag aano sa sarili ko, nag

lilift-up ganon . (Nothing like I am just keep it to myself and I lift-up myself like that.)

Interviewer: How do you interpret this situation?

Interviewee: Naiintindihan ko kase parang sakin din yon ganon. (I understand it because it is for

me too.)

Interviewer: What learning do you get out of this experience?

Interviewee: Natutunan ko na ano parang ano, natutunan ko na parang ahmmmm , na maging

ano sa life. matututo ka sa sarli mo na gawin yung mga bagay bagay ganon. (I learned how to be

independent)
 44

Participant #3

Interviewer: Does your parents have high expectations on you?

Interviewee: Oo (yes)

Interviewer: How do your parents pressure you in terms deeds?

Interviewee: Lagi nilang tinitignan yung mga work sheet ko atsaka quizzes tapos mga card ko

lagi silang curious dun sa kung ano nakuha kong grade. (They always checked my work sheets,

quizzes and my card. They are also curious to what grades I have)

Interviewer: How do your parents pressure you In terms of word?

Interviewee: Lagi akong sinasabihan na magaral na magaral (they are always telling me to study

and study)

Interviewer: Among those experience what pressures you the most?

Interviewee: Yung laging pinagsasabihan araw araw (Always being told day by day.)

Interviewer: What are the sacrifices you do just to meet their expectation?

Interviewee: Ano lagi akong nagpupuyat para makapagaral tapos lagi akong gumagastos sa

pagaaral para lang matugunan ko lahat (I always stay up late just to study then I always spend a

lot money just to provide my studies)

Interviewer: Can you describe what you felt as you experience the strictness of your parents?

Interviewee: Syempre malungkot dahil ano ang taas ng expectation nila sakin yung expectation

nila hindi ko naman kayang makamit yung gusto nilang makamit para sakin (of course sad
 45

because they have high expectation on me but those expectation are so high that I can’t even

achieve it.)

Interviewer: Can you think of some experiences of your parents that lead them to treat you that

way?

Interviewee: Siguro ginagawa din nila yun sa mga kapatid ko tapos lalo na sa kuya ko at ate ko

(maybe they also did this to my siblings specially to my older brother and sister)

Interviewer: What maybe the other reasons why your parents treat you that way?

Interviewee: Siguro gusto nila kong makatapos din ng matino tapos siguro gusto din nilang

makamit yung pangarap ko, kasi naadopt ko to sa kadahilanan na gusto nga din nila na maging

masaya din yung mga kapatid ko dahil sila rin naman na experience ng ganun tapos siguro kaya

din nila ay wait. Eh hindi eh basta inadopt ko kasi wala naman na din akong magagawa pagkat

ano dahil de wala na talaga akong magagawa dahil dun ehh yun yung gusto nila eh . (maybe they

just want me to graduate well-bred then they also want me to be able to reach my dreams, I adopt

this in the reason of that they want my siblings to be happy because they do also experience that

then maybe they just wait. Eh no eh I just adopted this because I can’t do anything but what

because de I can’t do anything because that what they want.)

Interviewer: How do you cope with their expectations?

Interviwee: Siguro sa paraang sinusunod ko na lang yung mga gusto nila. Kasi kung yun naman

makapagsasaya sa kanila gagawin ko na lang.

Interviewer: How do you interpret this situation?

 46

Interviewee: Naiintindihan ko nman sila dahil eh de, siguro interpret na gusto nilang na

ginagawa nila to para say un nga dahil mataas yung ranggo ng tatay ko tas nanay ko mataas din

kaya ang gagawin ko na lang siguro. (I do understand them because maybe they do this for

them because my parent have high ranked position in their occupation so I will just do what they

want.)

Interviewer: What learning do you get out of this experience?

Interviewee: Eh natutunan ko lagi tayong sumunod sa tinuturo ng ating magulang dahil sila rin

nman yung makakatulong sa paglaki natin tapos sila din naman yung nakakaalam ng tama o mali

sa mga pinaggagagawa natin sa ating pagaaral (eh I learn that we should follow the lessons of

our parents because they are also the ones that helps us to growth then they are also the ones that

knows the rights and wrongs of our deeds regarding to our studies.)
 47

Participant #4

Interviewer: Does your parents have high expectation on you?

Interviewee: Yes

Interviewer: How do your parents pressure you in terms of deeds?

Interviewee: Wala sa deeds. (Not in deeds.)

Interviewer: How about in terms of words?

Interviewee: Kunware kailangan ko magganto, ganyan (For examples I need to do this to do

that.)

Interviewer: Among those experience what pressure you the most?

Interviewee: Yung sa nga, kailangan kong kunin yung course na ayoko naman sabi nila (just

like that, I need to take the course they want even if I don’t want to.)

Interviewer: What are the sacrifices just you do to meet their expectations?

Interviewee: Ayon, kahit hirap na hirap na ko mag aral go pa rin. (Even though it is hard for me

to study well, I need to strive more.)

Interviewer: Can you describe what you felt as you experience the strictness of your parents?

Interviewee: Syempre nakakalungkot yon friend syempre gagawin mo yung ayaw mo naman like

that. Gusto nila akong maging guro. (Of course it is sad because you need to do it even if you

don’t want it they want me to be a teacher someday)

Interviewer: Can you think of some experiences of your parents that lead them to treat you that

way?
 48

Interviewee: Siguro meron yung kay mama kasi di siya nakapagtapos sa pag-aaral. (Maybe,

because my mom did not finish college.)

Interviewer: What maybe the other reason why your parents treat you that way?

Interviewee: Kasi yung mga ate ko matalino nakatapos ng gusto nila mama na course. (Because

my sisters are smart and they took the course that my mom wanted to took them)

Interviewer: How do you cope with their expectation?

Interviewee: Wala ano lang, go lang ako nagaaral lang ako ng gusto nila. Walang magbabago

don. (Nothing, I’ll just go with the flow nothing to change.)

Interviewer: How do you interpret this situation?

Interviewee: Ehhh di naman kasi sa lahat ng bagay is lahat ng gusto mo ay masusunod. (Not all

the not you will get what you want.)

Interviewer: What learning do you get out of this experience?

Interviewee: Edi ano, sumunod sa magulang kasi kabutihan lang natin ang iniisip nila. (Follow

your parents because all they want is for your better future.)
 49

Participant #5

Interviewer: Does your parents have high expectations on you?

Interviewee: Yes. Always.

Interviewer: How do your parents’ pressure you?

Interviewee: My grandparents pressure me by saying that I should always have high grades.

Interviewer: In terms of deeds?

Interviewee: They sometimes make me feel that what I am doing is not enough by pushing me

to study harder.

Interviewer: In terms of words?

Interviewee: When they check my report card and see that my grades are lower than before, they

will ask, “Bakit bumaba grades mo? Kaka-cellphone mo yan.”

Interviewer: Among those experience what pressures you the most?

Interviewee: The fact that my sister is always top on class before, I am pressured study hard and

be like her or maybe surpass her.

Interviewer: What are the sacrifices you do just to meet their expectation?

Interviewee: I sometimes study and do my homework until midnight even though my classes

start early just to meet their expectation.

Interviewer: Can you describe what you felt as you experience the strictness of your parents?

Interviewee: I felt sad because I envy other children who weren’t pressured by their parents.
 50

Interviewer: Can you think of some experiences of your parents that lead them to treat you that

way?

Interviewee: I think my grandparent were used to me to be always on top since I used to be

always the first honor from Kinder to Elementary.

Interviewer: What maybe the other reasons why your parents treat you that way?

Interviewee: My sister’s achievements contributed to the expectations of my grandparents from

me.

Interviewer: How do you cope with their expectations?

Interviewee: I just think of it as a motivation to pursue my goals and achieve their expectations.

Interviewer: How do you interpret this situation?

Interviewee: I’m fine with the situation because I’m used to it.

Interviewer: What learnings do you get out of this experience?

Interviewee: I learned from this experience that we should always do things with our 100%. We

should always do our very best to give back to our parents and give them a life they deserve to

have.