An examination of the relationship between middle school students' mathematics achievement emotions and parental academic support and achievement pressure

The aim of this study is to examine the relationship between middle school students' mathematics achievement emotions and the academic support and achievement pressure they perceive from their parents. The research was conducted using the relational survey model, one of the quantitative research methods. The sample of the study consisted of 362 secondary school students (182 female, 180 male) selected through random sampling in a central district of a province located in the Mediterranean Region during the 2024-2025 academic year. The data were collected using the Student Personal Information Form, the Mathematics Achievement Emotions Scale, and the Parental Academic Achievement Pressure and Support Scale. In the analysis of the data, Spearman Correlation Analysis, Mann–Whitney U Test, and Kruskal–Wallis H Test were employed. The findings revealed that students' achievement emotions are not solely the result of individual characteristics; rather, they significantly differ according to parental attitudes and demographic variables such as gender, grade level, and parents' educational background. The highest mean scores for achievement emotions were observed in feelings of enjoyment and pride experienced after learning and during examinations. The study determined that parental academic support is positively and significantly associated with students' positive achievement emotions. Conversely, as parental pressure increases, students' positive emotions such as enjoyment and pride decrease, while negative emotions such as anger, anxiety, boredom, hopelessness, and shame increase. Although no significant gender differences were found in perceived parental support or achievement pressure, some achievement emotions differed significantly by gender. Regarding grade level, the results indicated that as grade level increases, negative emotions intensify while positive emotions decrease. Parental attitudes were also found to vary according to grade level. Furthermore, the study demonstrated that higher parental education levels are associated with more supportive attitudes and lower levels of achievement pressure toward their children. In light of these findings, it is essential that educational processes address students, families, and the broader environment together in order to enhance positive achievement emotions and reduce negative ones.