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This research aims to explore how parental achievement pressure and self-regulated learning influence school adjustment through self-esteem.

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

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This research aims to explore how parental achievement pressure and self-regulated learning influence school adjustment through self-esteem.
Utilized data from the 14th Korean Children’s Panel (2021)
Analyzed responses from 1,328 middle school students
Employed structural equation modeling (SEM) to examine relationships among variables
Conducted confirmatory factor analysis (CFA) to assess measurement model validity
Parental achievement pressure negatively impacts school adjustment
Higher parental expectations lead to increased academic stress and lower self-esteem
Self-regulated learning positively affects self-esteem
Self-esteem significantly mediates the relationship between achievement pressure and school adjustment

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Analysis demonstrates the effects of parental expectations and learning strategies on school adjustment, indicating the role of self-esteem.

Baek et al. (2026) studied this question.

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Analysis demonstrates the effects of parental expectations and learning strategies on school adjustment, indicating the role of self-esteem.