Negative Parental Involvement in Academic Achievement of Students in Islamabad, Pakistan

Abstract

The research study “Negative Parental Involvement in the Academic Achievement of Students in Islamabad, Pakistan" delves into the impact of parental behaviors such as weak communication, pressure, and verbal abuse on students' academic success. The study employed in-depth interviews with 20 students from various universities in Islamabad to explore the multifaceted nature of negative parental involvement. Through thematic analysis, the study revealed the challenges faced by students, including high parental expectations, weak communication, and lack of emotional support. The role of parents can be quite decisive for the academic achievement of the students. The impact of positive parental involvement contributes to the improvement of students’ academic performance while negative participation usually leads to demotivation. This positive engagement fosters motivation, a love for learning, and a strong foundation for success. Negative behaviors, e.g high expectations , weak communication, and use of harsh words may contribute to stress and anxiety and therefore act as barrier in academic achievement .High parental expectations regarding the performance of child in academics creates a competing atmosphere that adversely affects learning of the child. Lack of encouragement is one of the factors that leads to low self-esteem that dictates children excel academically. The types of demands that parents impose on their children without spending the right time to support and guide them can affect students’ positive orientation negatively because it creates stress and anxiety. It is crucial to find the right way to approach students to express their support and not go over it and make the academic pressure impact the mental health of students. The purpose of this research is to find out how negative parental involvement affects the academic performance of students in Islamabad, Pakistan. The study is semi-structured and primarily qualitative in its approach to identify complex perceptions about negative parental engagement to academic performance in students. The research endeavors at bringing out the extent of academic failure experienced by students due to negative parental involvement with special reference to Islamabad and trying to make contributions to the debate on negative parental involvement and academic achievement.