Parental Pressure on Learning Autonomy: Psychological Impacts on Children in the Context of Islamic Religious Education

Abstract

Parental pressure in education is often intended to improve a child’s academic performance. However, excessive pressure can affect students’ learning autonomy and psychological well-being. This study aims to analyze the forms of parental pressure that affect children’s learning autonomy, examine the resulting psychological impacts, and analyze the balance between parental involvement and the development of learning autonomy from the perspective of Islamic Religious Education. This study employs a qualitative approach using library research. Data were obtained through a review of various scientific articles, books, and relevant literature sources. Data were analyzed using content analysis techniques through the processes of data reduction, categorization, interpretation, and drawing conclusions. The results of the study indicate that parental pressure generally takes the form of high academic expectations, psychological control, and demands for achievement, which can hinder children’s learning autonomy. Such pressure leads to increased anxiety, academic stress, low self-esteem, and a decline in students’ psychological well-being. From the perspective of Islamic Religious Education, parental involvement should be balanced and grounded in love, setting a good example, and recognizing the child’s potential in order to optimally support their academic development and psychological well-being.

Keywords: parental pressure, learning autonomy, psychological impact, Islamic Religious Education, mental health.