Predicting the Academic Stress of Higher Education Students through Gender and Parental Involvement

Abstract

This study explores how academic stress affects higher education students, focusing on gender differences and the role of parental involvement. Prior research shows that academic pressure can lead to poor well-being, lower grades, and higher dropout rates. Stress from negative factors such as heavy workloads, high expectations, and time management challenges particularly affect students. Interestingly, female students tend to report higher levels of stress compared to male students, possibly due to greater parental involvement and societal pressures. Grounded in Tend and Befriend Theory, the study examines how gender, program of study, and parental involvement impact academic stress through quantitative descriptive-predictive method. Using mean, standard deviation, and multiple regression analysis, the results show that both gender and parental involvement play a big role in students' stress levels. Female students, especially those with parents who have high expectations, tend to experience more stress. Surprisingly, the stress levels of students have no significant difference when differentiated according to the students’ enrolled program. The study emphasizes the need for parents to balance their expectations with supportive involvement to help reduce stress. Schools should also offer programs that teach students how to cope with academic pressures, particularly those students who are most affected by stress such as the female students. Future research should look at how different forms of parental involvement impact stress and include a more diverse range of students.