Perceived Parental Pressure, Self-Compassion, and Academic Burnout Among Young Adults

Abstract

Academic burnout has become a growing concern among university students, driven by high academic demands and escalating performance expectations. This study examined the relationship between perceived parental pressure for achievement and academic burnout in young adults, and the potential mediating role of self-compassion. A quantitative cross-sectional design was employed with 219 participants (aged 18–25 years). Measures included the Maslach Burnout Inventory–Student Survey , a validated Self-Compassion Scale, and a Perceived Parental Pressure Scale. Results revealed a significant positive relationship between perceived parental pressure and academic burnout , and a significant negative relationship between self-compassion and burnout . Moderation analyses indicated that self-compassion did not significantly buffer the parental pressure–burnout relationship. However, mediation analyses demonstrated that self-compassion partially mediated this relationship (indirect effect = 0.086, 95% CI [0.037, 0.146]), accounting for approximately 37% of the total effect. These findings suggest that parental achievement expectations influence student well-being partly through their impact on self-compassion, underscoring the importance of internal psychological resources in academic contexts.