Journal of Advances in Developmental Research

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Volume 17 Issue 2
2026

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Parental Pressure and Adolescent Mental Health: A Review of Academic Expectations, Identity Development and Coping Mechanisms

Author(s) Chinmayee Behera
Country India
Abstract This systematic review synthesizes empirical research and theoretical frameworks from 2014 to 2025 to elucidate the impact of parental academic pressure on adolescent mental health. Grounded in Self Determination Theory, Family Systems Theory and the Transactional Model of Stress and Coping, this paper examines how high educational expectations and psychological control manifest as internalizing symptoms, academic burnout and social withdrawal (hikikomori). A critical synthesis of quantitative data from diverse global regions, particularly East and Southeast Asia, reveals that while moderate parental expectations can enhance academic motivation embodying a conditional Pygmalion effect excessive or unrealistic demands exceed adolescents' psychological resources, triggering a sharp decline in performance and a surge in distress. The review highlights a sequential cognitive-to-behavioral cascade, whereby parental educational anxiety drives cognitive moral disengagement, which subsequently fosters avoidance oriented negative coping styles such as academic procrastination and expressive suppression. Key developmental consequences include the erosion of core self-worth, diminished self-concept clarity and the acceleration of learned helplessness, which is particularly driven by the escalating effects of psychological control. These dynamics vary across family structures, showing distinct indirect pathways in only child versus multiple child systems and are further exacerbated for adolescents with left behind childhood experiences. Conversely, parental warmth, autonomy support and high psychological capital serve as powerful protective buffers that promote adaptive coping flexibility and self-compassion. Ultimately this paper underscores the clinical and social imperative of implementing school based, family engaged interventions that restructure parent-child communication, mitigate parental burnout and cultivate emotional resilience during crucial developmental transitions.
Keywords parental pressure, adolescent, mental health, academic burnout, social withdrawal
Published In Volume 16, Issue 2, July-December 2025
Published On 2025-10-24
DOI https://doi.org/10.71097/IJAIDR.v16.i2.2008
Short DOI https://doi.org/hb8vv5
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