Parental involvement moderates the relationship between stress, peer influence and academic performance among nursing students in Imo State

Abstract

Academic failure may present some degree of frustration and demoralisation to the students and parents, who may invest a significant level of financial commitment, time and resources to ensure that their children excel in the field of academics. These efforts aimed at assuring that students’ academic performance is at their optimal level at school to positively impact society have raised concerns regarding the pressure on students, the effectiveness of current educational methods, and students’ well-being in most societies. Thus, this study examined how parental involvement moderates the relationship between stress, peer influence, and academic performance among nursing students. Four hundred and eighty-eight participants (488) were drawn from three separate schools in Imo State. The participants' ages range from 16 to 40 years, with a mean age of 22.26 years and a standard deviation of 3.91. Validated research instruments were employed for data collection; they include parental involvement questionnaire, academic performance scale, academic stress scale, and peer pressure scale. Using a cross sectional method, the study adopted a moderated regression analysis. The results showed that stress positively and significantly predicted academic performance (β=.43, p<.01). Peer influence did not show any predictive effect on academic performance (β= -.13, p>.05). Parental involvement negatively and significantly moderated the relationship between stress, peer influence and academic performance (F(3,483)= 9.28, p<.01). The study recommends that promoting open dialogue between parents and nursing students is crucial for effectively addressing academic challenges, stress factors, and peer influences, thereby fostering a supportive environment for student well-being and academic success.