Examination of parental academic achievement support and pressure and adolescent-parent career adjustment in high school students

The aim of this study is to investigate parental academic achievement support and pressure, and adolescent-parent career adjustment in high school students in terms of various variables. In accordance with this purpose, correlational survey model, one of the quantitative research methods, was used in this study. For each variable in the data set, normality tests, mean, median, mode, histogram graph, kurtosis and skewness values were examined to check whether they met the normal distribution criteria. Parametric tests (T-test, One-Way Anova, simple linear correlation) were used since the data set met the normality criteria. Kruskal-Wallis Test and Mann Whitney U test were also used. The sample of the study consists of students attending 9th, 10th, 11th and 12th grades in the central districts of Diyarbakır province in the 2023-2024 academic year. The data were collected with the Parental Academic Achievement Support and Pressure Scale, the Adolescent-Parent Career Congruence Scale, and the Personal Information Form prepared by the researcher. According to the results acquired from the research, a statistically significant difference was found in parental academic achievement pressure scores for gender and mother's educational status. There was a statistically significant difference in parental academic achievement support scores for grade level and parental educational status. A statistically significant difference was found in parental academic achievement pressure and support scores for socio-economic status and perceived academic achievement. There was no statistically significant difference in parental academic achievement pressure and support scores for school type. A statistically significant difference was found in adolescent-parent career adaptation scores for socio-economic status and perceived academic achievement. There was a statistically significant difference in adolescent-parent career adjustment similarity adjustment scores for grade level. There was no statistically significant difference in adolescent-parent career adaptation scores for gender, school type, and parental education level. The correlation between Parental Academic Achievement Pressure and Adolescent-Parent Career Congruence was found to be negative and weak. The correlation between Parental Academic Achievement Support and Adolescent-Parent Career Congruence was found to be a positive and moderate relationship. Based on these results, the findings were discussed based on the related literature and suggestions for future research are presented.