The effect of parental achievement pressure and self-regulated learning on school adjustment, mediated by self-esteem.

Introduction: This study aimed to conduct an analysis using structural equation modeling (SEM) to identify the structural relationship between parental achievement pressure and students' self-regulated learning and their influence on school adjustment through self-esteem. Method: This study used data from the 14th Korean Children's Panel (2021) to examine the effects of parental achievement pressure and self-regulated learning on school adjustment, and to verify the mediating role of self-esteem. Among 2,150 middle school students aged 13, missing values were identified, and a total of 1,328 responses were included in the final analysis. Confirmatory factor analysis (CFA) was conducted to assess the validity of the measurement model and the overall model fit. Structural equation modeling (SEM) was employed to examine the structural relationships among the variables, as well as to assess the direct, indirect, and total effects along the paths. Results and discussion: Parental achievement pressure was found to have a significant negative effect on school adjustment. This indicates that higher parental expectations regarding academic performance can adversely affect a child's adjustment to school. Moreover, excessive parental expectations regarding academic achievement can impose psychological and academic stress on children, leading to lower self-esteem. Self-regulated learning was also found to significantly influence self-esteem, and the mediating role of self-esteem in the effects of parental achievement pressure and self-regulated learning on school adjustment was statistically significant. Specifically, when parents place greater emphasis on academic outcomes, middle school students may experience increased academic stress and emotional burden, resulting in decreased self-esteem, which in turn negatively impacts school adjustment. Conversely, students with strong self-regulated learning skills tend to have higher self-esteem, as they experience a sense of accomplishment by setting their own learning goals, overcoming challenging problems, and managing stress effectively. Therefore, it is necessary to implement educational programs for parents, such as promoting positive parenting attitudes, and to develop support and mentoring programs aimed at enhancing children's self-esteem.