THE PRESSURE OF ACADEMIC PERFORMANCE AND STUDENTS' EMOTIONAL HEALTH. WHO PRESS HARDER: PARENTS OR TEACHERS?
THE PRESSURE OF ACADEMIC PERFORMANCE AND STUDENTS' EMOTIONAL HEALTH. WHO PRESS HARDER: PARENTS OR TEACHERS?

Summary/Abstract: In the present time, we assist to different types of phenomena, that characterize the didactic process at different levels. Among these phenomena, one of them stands out from the point of view of the importance and complex relationships and implications – the pressure exerted by the need to attain academic performance of the pupils. The present paper wants to explore this issue from the point of view of the factors that can influence academic performance and can contribute directly to the pressure perceived by pupils. There is a direct link between the notion of academic performance, emotional health and school integration of the pupils – the development of emotional skills and the so called emotional and social learning are entangling and may form the basis for an adequate children’s development. The paper discusses the hypothesis referring to the fact that parents’ involvement and teachers alike can be fundamental for the development of a certain amount of pressure regarding academic achievements. So, it becomes clear that further applied research in the form of quantitative or qualitative methodology can be very helpful to test in a complete and consistent manner hypotheses regarding factors that contribute to the augmentation of pressure from the point of view of the pupils’ perceptions.

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