Academic performance is an issue that deeply concerns students, parents, teachers and authorities not only in our country, but also in many other Latin American countries and continents. The complexity of the academic performance starts from its conceptualization. Sometimes it is known as school readiness, academic achievement and school performance, but generally the difference in concepts is only explained by semantics as they are used as synonyms. Conventionally, it has been agreed that academic performance should be used in university populations and school performance in regular and alternative basic education populations. We will point out just a few because there is a diversity of definitions. Several authors agree that academic performance is the result of learning, prompted by the teaching activity by the teacher and produced by the student. Academic performance is “the product given by the students and it is usually expressed through school grades”. Academic performance as a measure of the indicative and responsive abilities that express, in an estimated way, what a person has learned as a result of a process of education or training. Academic performance involves meeting goals, achievements and objectives set in the program or course that a student attends. These are expressed through grades which are the result of an assessment that involves passing or not certain tests, subjects or courses. Academic performance also can be seen as the level of knowledge shown in an area or subject compared to the norm, and it is generally measured using the grade point average.
The purpose of the school or academic performance is to achieve an educational goal, learning. In this regard there are several components of the complex unit called performance. They are learning processes promoted by the school that involve the transformation of a given state, into a new state, and they are achieved with the integrity in a different unit with cognitive and structural elements. Performance varies according to circumstances, organic and environmental conditions that determine skills and experiences. The academic performance involves factors such as the intellectual level, personality, motivation, skills, interests, study habits, self-esteem or the teacher-student relationship. When a gap between the academic performance and the student’s expected performance occurs, it refers to a diverging performance. An unsatisfactory academic performance is the one that is below the expected performance. Sometimes it can be related to teaching methods
How overbearing parent can affect their children academic performance
Overbearing parent has negative outcomes both in the eastern and western culture. There are many adverse effects of parental psychological control that can negatively affect the academic performance of the children in challenging situations. Overbearing parent increases the test anxiety of the children with self efficacy as a mediating variable through which parental psychological control exerts effects on their children’s test anxiety. On the other hand, overbearing parent undermines the confidence of the children to achieve their goals across different psychological and academic domains. The approaches parents adopt to convey their option is case of undesirable situations determine the direction of growth of children mindset. The ways the parents view the failure determine the mindset of the children about intelligence. Children require psychological space and support from parents to meet the academically and psychologically challenging situations. Psychologically controlled children are gradually incapacitated from attaining a smooth emotional and social growth by yielding to the imposed regulations set by the parents. There is a better chance for children to acquire a growth mindset if they are supported by their parents.
Students with fixed mindset think that every trait in the form of intelligence, social skills and emotional regulation are fixed. They are under stress in challenging and demanding situations to look smart all the time. Students build their repertoire of efforts by adhering to certain principals to meet the requirement of meeting the academic, social and emotional challenges. Some students are proficient in dealing with the uncertainty and pain involved with the efforts to achieve the desirable outcomes. While others couldn’t match the level of tolerance and patience required to achieve successes. Children with fixed mindset are vulnerable to emotional turbulence because they see every challenge as a threat that is directed to test their fixed intelligence. There are well established studies that found a close association between parental psychological control and learned helplessness. Frustration intolerance also impacts the academic achievement of the students. There is positive association between maternal psychological control on frustration intolerance that is connected with learned helplessness. There is positive association between parental psychological control and need frustration that in turn results to feeling of depression.
In conclusion there are so many kids out there going through difficulties because their parents are overbearing towards their academic performance. The effect of overbearing from the parents of these children are seen on the students’ involvement in examination malpractice, increased anxiety among the students and also a kind of low self confidence is seen among these children.