The Mediating Role of Academic Performance Between Perceived Parental Academic Pressure and Mental Well-Being Among College Students

This study explored how academic performance, measured through CGPA, influences the connection between parental academic pressure and the mental well-being of college students in India. Academic pressure from parents, while intended to encourage success, can sometimes contribute to heightened emotional distress among young adults navigating academic and psychosocial challenges. The study included 108 college students, between the ages of 18 and 30, who were selected using a convenience sampling method. Participants were asked to report their academic performance (CGPA) and respond to items related to mental well-being, which were assessed using the 21-item Depression, Anxiety, and Stress Scale (DASS-21). Descriptive analyses revealed moderate levels of perceived academic pressure, average academic achievement, and notable emotional distress among participants. The Pearson correlation results revealed that higher levels of perceived parental expectations were linked to increased symptoms of depression, anxiety, and stress, while being associated with lower academic performance. Additionally, academic performance demonstrated a significant inverse relationship with all three mental health indicators. Mediation analysis using PROCESS Macro (Model 4) demonstrated that academic performance partially mediated the relationship between perceived parental expectations and all three dimensions of mental well-being. These findings underscore the dual pathways through which familial academic pressure impacts emotional outcomes — directly and indirectly via academic achievement. The study highlights the critical need for balanced parental engagement that fosters not only academic excellence but also psychological resilience. By uncovering the intricate relationship between parental expectations, students’ academic outcomes, and psychological well-being in the Indian context, this research offers valuable insights for educators, mental health professionals, and policymakers aiming to enhance student well-being in higher education settings.