The Role of Social Pressure and Parental Expectations in Predicting Feelings of Emptiness and Academic Demotivation among Students with Academic Failure
Keywords:
Social pressure, parental expectations, feelings of emptiness, academic demotivation, academic failureAbstract
The present study aimed to determine the role of social pressure and parental expectations in predicting feelings of emptiness and academic demotivation among students experiencing academic failure. This descriptive–correlational and applied study was conducted on all male high school students with academic failure in Aligudarz during the 2023–2024 academic year. A total of 310 students were selected using cluster sampling based on the Krejcie and Morgan table. The instruments included the Academic Demotivation Scale (Nasiri & Jame’Bozorgi, 2009), Academic Failure Causes Questionnaire (Mousavi-Panah et al., 2015), Meaning in Life Questionnaire (Steger et al., 2006), Social Avoidance and Distress Scale (Watson & Friend, 1969), and Parental Educational Expectations Scale (Jacob, 2010). Data were analyzed using Pearson correlation and multiple regression. Social pressure was positively correlated with feelings of emptiness (r = 0.39, p < 0.01) and academic demotivation (r = 0.35, p < 0.01). Parental expectations were also positively associated with feelings of emptiness (r = 0.40, p < 0.01) and academic demotivation (r = 0.33, p < 0.01). Regression analyses showed that social pressure predicted 14% of the variance in feelings of emptiness (β = 0.36) and 13% of the variance in academic demotivation (β = 0.32), while parental expectations predicted 18% of the variance in feelings of emptiness (β = 0.41) and 10% of the variance in academic demotivation (β = 0.22). Both social pressure and parental expectations significantly contribute to heightened feelings of emptiness and academic demotivation among students with academic failure. Reducing excessive expectations and social pressure may help alleviate academic disengagement and prevent further academic decline.
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Copyright (c) 1404 Tayebeh Siahtiri (Author); Shokoufeh Mousavi (Corresponding author)
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