Can I ask help for the theme on the research paper? Chapter 3 -…

Question Answered step-by-step Can I ask help for the theme on the research paper? Chapter 3 -… Can I ask help for the theme on the research paper?  Chapter 3 – DiscussionQuestion # 1: Have you been academically pressured by your family?Interviewee 1: “Yes”.Interviewee 2: “Not so much”.Interviewee 3: “Yes especially now, they especially became concerned with my grades”. Interviewee 4: “I think, it’s more on they don’t say it but you can actually feel it. Like that it seems that there’s that factor so I think yes”. Question # 2: How long have you been pressured academically by your family?Interviewee 1: “For some years, I believe, may be like that”.Interviewee 2: “I think in elementary I have not been pressured, but in high school I have”.Interviewee 3: “It started when I was in junior highschool, obviously because I’m not in elementary anymore they became more concerned”.Interviewee 4: “I’m not sure, because I feel like since you’re studying there is really pressure from your family sometimes it’s not verbal. So you can’t say when it is but I feel like mine is that when I got honors I think and the pressure is there to keep up your grade”. Question # 3: Does this pressure help you academically?Interviewee 1: “Academically yes, because it’s like this pressure gives me motivation to persevere in my studies”.Interviewee 2: “It helps me because I’m afraid but, I don’t know why. It helps me to excel more because ah no. No, I’m not afraid, it’s just that they are my inspiration for my studies”.Interviewee 3: “Yes because I learn from my mistakes and I know how to make up for it and how to fix the mistakes I made”.Interviewee 4: “For me it depends if there is time that the pressure is helping me to be inspired or use it as a way to do my task well, pass it immediately, and pass it on time. Sometimes if that pressure is too much it is not good because it affects you emotionally and mentally that the pressure instead of helping you, you’re going to get stuck because like what if I don’t do it well what will happen? So I think both can be helpful and not also it depends on the person on how he/she will balance it”. Question # 4: Can you share your experience about family pressure or tell us an example?Interviewee 1: “For example, when I have low grades in a particular subject, my family will tell me to focus well on that subject”.Interviewee 2: “I think it had an effect on my mental health. Like I’ve been feeling burnt out because of the pressure even though it’s just a bit. So, let me give you a scenario, I want to stop because I am being pressured. I think that was in grade 7? It is because of their pressure, I’ve been feeling burnt out. It affects my mental health and I also want to stop studying too, but just a 1 year stop, like a break”.Interviewee 3: “It’s because of my grades sometimes, there was this one time my grades got lower and they said that it was wasted because I was close to getting high honors but there are some subjects that pull my grades down, it’s like I got pressured more”.Interviewee 4: “So the family pressure for me in our family because it’s not verbal since they won’t tell you that “ah your grade should always be high”, “ah your grades should be at least”, they aren’t like that. My mommy is a teacher so I just feel like my grade needs to be high because of course my mommy is a teacher and there is pressure on her as a teacher so her son must also have high grades. So he’s not really verbal to us like that”.                                                                   Question # 5: Do you know what the standard of your family is? Can you elaborate?Interviewee 1: “As long as I am having good grades in my strand they are ok with it”.Interviewee 2: “Yes, they told me that it’s fine for them as long as I don’t neglect my studies”.Interviewee 3: “Maybe, maybe for them as long as I don’t get off the honor’s list and I don’t get any failed subjects”.Interviewee 4: “My family’s standard, as long as there is no failing grade, the grades should be at least 90 plus or above and with honors”. Question # 6: What do they usually say when you don’t reach it? Interviewee 1: “Sometimes, my family tells me that “it’s okay, and just improve next time because there’s still next time”.Interviewee 2: “They compare me to others. They say something like “Your tuition is so expensive and you just act like that?”Interviewee 3: “They don’t say anything negative, they just always say that to make up for it and to learn where I was lacking”. Interviewee 4: If I don’t reach they won’t be angry but it’s a bit, how’s that.. I don’t know if I’m the only one who seems to be a bit upset but the count will tell me “it’s okay, it’ll make up for next sem” but they don’t seem convinced, it looks like that”. Question # 7: Has it ever escalated into something more?Interviewee 1: “Not really”.Interviewee 2: “Yes it did happen when I wanted to stop studying then I ran away from my family. I was beaten first then I ran away”.Interviewee 3: “Not really, it never really got to the point where the pressure was too much, only to what I can do”.Interviewee 4: “For me not really. What’s the matter with me since I don’t seem to be used to it anymore. The pressure isn’t too much for him to handle. Maybe if my mindset before, maybe if there is pressure my mindset before academics maybe there will be a problem but because as of now I can handle the pressure he doesn’t affect me too much unlike before”.  Question # 8:  What do you think are the reasons why parents pressure their children academically? Is it because of their pride, social standing, or etc.?Interviewee 1: “Maybe it’s not for them, but it’s for us too, because all they want is what’s good for us, but at some point, they can’t comprehend that we can be tired because of those pressures”.Interviewee 2: “For me it’s because my dad did not take engineering because of some problems.  So me as his child, he wants me to take engineering for him. He wants me to reach his dream”.Interviewee 3: “There’s different types of pressure that comes for our parents. We are not all the same because the standards of our parents are all different but for me, the pressure that my parents  give me is for my own good”.Interviewee 4: “I think the reason why there is pressure on their children academically, personally because I think they want what’s best for their children and of course my daddy, he just wants my grade to be high because he wants me to go to a good school and so that I can achieve my goals in life as well as my mommy and maybe she’s also a factor as a teacher so she also wants me not to be underestimated by others who should be a teacher’s child you already have. Because maybe you already have that kind of politician, when you are a teacher, you should know something about things, so I think the reason my family is more about benefiting me than benefiting them is not just because it’s embarrassing when your grades are low like that”. This is our Theoretical Framework, I hope it helps.This research about the effects of family pressure in academic performance of the students was anchored to The Theory of Planned Behavior and Parental Involvement by Alghazo Y. (2016). These theories stated that the relationship between parental involvement and student achievement in school can be affected by several cultural contexts. It also suggests that emphasis needs to be placed on increasing parental involvement in children’s education as a tool to decrease achievement gaps between students.  The Theory of Planned Behavior by Ajzen (1991), states that the Theory of Planned Behavior is designed to predict and explain human behavior in specific contexts. The theory focuses on the motivational reasons that lead to higher intentions to perform a behavior. According to the theory, one should understand the reasons that lead to intentions in order to be able to predict future involvement in a behavior. The Theory of Planned Behavior is determined by attributes and behaviors, subjective norms, and perceived controls.Image transcription textBehavior (Parental Involvement)Subjective Norms Perceived ControlAttitudes and Beliefs Figu… Show more… Show moreAttitudes and behaviors include feelings and attributes towards a certain behavior. Believing that a certain behavior has positive outcomes will surely lead to more intention to perform that behavior. Subjective norms are the opinions of the people surrounding the person that engage in a certain behavior. Perceived control contributes to both having the intention to perform certain behaviors and it also controls their own perception in life.  The Parental Involvement is provided by Hoover-Dempsey and Sandler (1995). Their theoretical model defines three main points: why parents become involved in their children’s education, how parents choose specific types of involvement, and why parental involvement has a positive influence on students’ educational outcomes. Epstein and Dauber (1991) proposed a model that distinguishes six different types of parent-school connections. Image transcription textSubjective Norms Behavior Attitudesand Beliefs School Achievement(Parental Involvement) Pe… Show more… Show more Researchers have investigated Parental Involvement through several theories such as identity theory, the paternal investment theory and the conceptual model of father involvement. Perry and Langley (2013) suggest using Ajzen’s Theory of Planned Behavior to help explain and predict parental involvement. They argue that The Theory of Planned Behavior is “versatile  enough to account for the dynamicand complex nature of paternal engagement”. Ajzen’s theory of planned behavior helps explain the motivation for Parental Involvement and the factors that affect parents’ levels of involvement. The Theory of Planned behavior also helps explain some of the cultural aspects that account for differences between parental involvement levels in different countries. Factors that help shape “subjective norms” are parents’ culture, having examples of parental involvement, and role models or neighbors that do or do not get involved in children’s education (Bracke & Corts, 2012, p. 194). Theme 1: Difficulties and struggles | SOP 2 | (this part) Arts & Humanities Writing RS 187 Share QuestionEmailCopy link Comments (0)