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

Language in India 06/2011; 11.


The study aims at exploring the effect of peer and parent pressure on the academic achievement of university students. The male and female university students of Masters class were the population of the study. 156 students were selected by using cluster sampling technique from three departments of university (Business Administration, Computer Science and Economics) as a sample for the study. An opinionnaire was used to elicit the opinions of the students regarding peer and parent pressure. The findings of the study were the parent pressure effect positively and peer pressure effects negatively the academic achievement of students and especially female university students. No effect of peer and parent pressure was found on the achievement male students. The parent’s pressure has positive effect on the academic achievement of Business Administration students.

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    ABSTRACT: The potential relevance of households' asset ownership in promoting academic success of children has spurred empirical investigation into the relationship between assets and academic performance. However, current research has mostly ignored the diverse pathways by which asset ownership may be connected to academic performance. This study focuses on one of these largely ignored pathways by examining how parents' and youth's expectations may intervene in the relationship between household asset ownership and the academic performance of junior high school students in Ghana. Using the asset-effect framework as a theoretical guide, the study uses observational data and multilevel structural equation modeling to address the aims of the study. Results show that at the 95% confidence level, there is no direct relationship between household asset ownership and academic performance but compelling evidence that assets are associated indirectly with academic performance through youth's academic expectations. A group invariance test also finds no statistically significant gender difference in the mediational role of youth's expectations. Policy initiatives ought to reflect the many ways that asset ownership affects students' academic success. Teachers should be trained to not only teach course content but also help improve students' academic expectations and psychological well-being.
    No preview · Article · Mar 2015 · Children and Youth Services Review