Abstract

The pressure on the students for high marks creates exam phobia, which in turn causes school drop-out and suicide intention of the students. With the help of examination phobia (EPH), this study looked into the effects of parental pressure for high grades (PPHM) on students' intention to commit suicide (SI) and drop out (SD). It was also discovered that the socioeconomic status and education of the parents were moderate. There were 49 items on the survey. SPSS and AMOS were used to analyse the data gathered from 384 respondents. According to this study's substantial correlation between the factors, parental pressure for high grades may still have an impact on kids' intentions to commit suicide and their likelihood of dropping out of school. The socioeconomic situation and educational level of the parents were found to be moderators of the connection between PPHM and SI and SD. The school heads, the parents and the society might not ignore the factors causing students' suicide intention leads to their suicide. This study makes a substantial contribution to the literature in the field in a developing nation.

Key Words

Education, Examination Phobia, Pakistan, Parental Pressure, Secondary Schools, Bunir

Introduction

The issue of suicide has become a major issue in Pakistani society over the past several decades as a result of the worrisome increase in the suicide rate among young people in that country over the previous few years (Dickson 2019). To find a viable solution, this study examines the rates of student dropouts as well as their intentions to commit suicide. Sadly, there has been an increase in age, particularly among kids in school (see, for example, Khan and Hyder 2006). According to the pertinent literature, Pakistan's suicide rate is 2.86 per 100,000 persons. Suicide is therefore one of the leading causes of death in Pakistan (Mayar 2019). The male population is larger than the female population in Pakistan. The high suicide rate, which has been calculated to be as high as one person per hour (Rehman and Haque 2019), has sparked considerable concern across the country. 

The issue of school dropout, on the other hand, was acknowledged as a potentially damaging one in the context. Due to this, the gross enrolment rate at the secondary level only reached 42%, but it was found to be 72% at the elementary level (e.g., I-SAPS 2015). According to the data, just 1.9 million of the 10 million males who were enrolled in primary school were also enrolled in upper secondary. In a similar vein, the number of married women fell from 1.8 million to just 1.4 million (Chaudhry, 2016). Due to this problem, Pakistan ranked 113th out of 124 nations in the human capital index and second in the world for the percentage of children who are not in school (Ali, 2017). There are significantly fewer female students than male students, according to various research publications. Some of them drop out of school because of early marriage, while others can't stand the pressure from their parents to do well in school. As a result, it has become common practice to commit suicide or quit school, as shown by education data and press articles.  

The vast majority of parents of students put unhealthily high amounts of pressure on their kids to earn good grades, according to research by Walczak et al. (2018). When it comes to "do or die" situations, parents expect their kids to perform admirably (see, for instance, Khatoon & Parveen, 2009). Regardless of how prepared or talented the youngsters are, this is the case. The results of the study (for instance, Gustems-Carnicer and Calderón 2013,) indicate that parental pressure is the root cause of this type of academic stress. De Jorge et al. (2011) found that students who required a lot of mental and physical effort exhibited avoidant behaviour when it came to their academic tasks. Most of the time, it was recognised that the kids were not prepared to deal with the demand to live properly. Due to the tremendous parental pressure for high grades, various symptoms were therefore observed in the students, which may have contributed to their suicide attempts and school dropouts. Some of these symptoms are physical, while others are mental or psychological. Various authors have noted these symptoms, including Donaghy (2004), Dahlin et al. (2005), Eisenberg et al. (2007), Garlow et al. (2008), and Chandavarkar et al. (2007), who found that students who were under academic stress had physical symptoms, psychological problems, and decreased performance and productivity. The level of pressure on the pupils is rising at the same rate as the time to results is getting shorter. This pressure may be the root of exam phobia, or more commonly, exam anxiety. 

Exam anxiety may be "a self-damaging factor" (Saha 2012, for example), which can result in suicidal thoughts and school dropouts, despite some writers' perceptions that it is "a state having considerable significance for academic performance" (Sylvia et al. 2005, for example). This is because the students are subjected to extreme pressure that they are unable to handle, which ultimately causes dropout and suicidal ideation (see, for instance, Eisenberg, Gollust, Golberstein, and Hefner 2007). The goal of this study was to investigate the relationship between test anxiety and parental pressure for high grades, students' intention to commit suicide, and dropping out of school in light of the research that was previously mentioned. 

Objectives and Connections

In Pakistan's secondary schools, the study aimed to ascertain the relationship between parental pressure for top grades, student dropout rates, and student desire to commit suicide.




Moderating Effect

Whether exam anxiety mediates the relationship between parental pressure, dropout rates, and students' intention to commit suicide was another goal of this study. 




Modesty's Effects

This study looked at the effects of parents'

socioeconomic status and educational

attainment on the aforementioned linkages.

Model

The goal of this study was to determine the model's suitability for explaining the relationship between exam anxiety, dropout rates, parental pressure for good test scores, and students' intention to commit suicide while still enrolled in school. 

Literature Review

According to the findings of several researchers (for example, Jacob 2010; Ma, Siu, and Tse 2018; Marjoribanks 2003), it is essential for parents to have high expectations for the academic achievement of their children. Because many parents are illiterate, the expectations they have of their children may easily turn into pressure, which is harmful to the children's chances of being successful in school. For instance, a number of studies have shown that stress may lead to pain and has to be eradicated from one's life. Because a stressor is defined as anything that generates stress (for example, Hazari 2013), one may deduce that the expectations of parents are a source of stress. They were placed under a lot of pressure by their parents to achieve excellent marks, which would be acceptable to their parents as well as the rest of society. This stressor, according to Khatoon and Parveen (2009), has a poor influence on students' performance, which leads to pupils dropping out of school and having suicidal thoughts. 




Analysis of the Correlation between Students' Suicidal Ideation and the Amount of Pressure Placed on them by their Parents to Earn Good Grades

Parental pressure for top grades is the second most frequent source of academic stress, according to Juon et al. (1994). This kind of stress might result in test anxiety and subpar academic achievement. According to Zwettler et al. (2018), these worse test outcomes, which were brought on by more stress, enhanced the desire to commit suicide. The phrase "suicidal thoughts" has been used in a number of research (such as Arun et al. 2017) to describe having the intent to commit suicide. Therefore, as evidenced by the findings of the researchers (such as Wai, Hong, and Heok 1999), academic stress is a predictor of suicide intention. 

The link between the high rate of student dropouts and the pressure parents put on their children to maintain good academic standards

A stressful environment is produced when parents in the setting put children in a "do or die situation" for getting good grades. In the adolescent years, this stressful situation influences children's decisions more, such as whether to drop out of school (Khatoon and Parveen 2009, for example). The results of Dupéré et al. (2018) indicate that stressful events in teenagers' life have a negative impact on them and may cause the children to stop attending school. Unfortunately, the decision to stop attending school was not regarded as fitting within the proper parameters. Less than four studies specifically addressed student dropout out of the more than 50 papers that certain researchers examined for "vulnerability stress" (e.g., Dupere et al. 2015; Handanos and Aktan 2018). 




Anxiety over Exams and the Pressure put on Children by their Parents to do well in School are Connected

Exam phobia has been described by a number of psychologists as a fear of exams, anxiety, and pain brought on by parental pressure for top grades (see, for example, Loscalzo, Giannini, and Miers 2018). One of the most prevalent anxiety disorders is exam fear. The term "test anxiety" is defined by Thakur and Mahavidyalaya (2016) as "when this distress becomes so extreme that it actually interferes with performance on an exam" (p. 782). According to Rouse (1999), elements like anxiety and self-efficacy might have an impact

on academic performance.

  Parental pressure, which has been analysed and defined as having phobic, psychological, emotional, and cognitive components (e.g., Gustems-Carnicer and Calderón 2013; Sarita 2015), is a common cause of exam anxiety. Anxiety over exams can show in many different ways. Wang and Degol (2016) claim that these features are influenced by things like intense pressure, ideas about failure, worry about likely outcomes, mental strain, and negative thoughts. Additionally, studies by Leeves and Banerjee (2014) and Segool et al. (2013) and Leeves and Banerjee (2014) identified a link between test anxiety and lower grades, less motivation, and higher levels of stress. Despite the fact that interest is the single most important determinant in academic success, Krapp (1999) claims that negative beliefs established by parents in their children are leading to a rise in test anxiety.




Worry Over Tests and High Dropout Rates are Common among Students

The psychological component of test dread leads students to have a lower interest in their studies and schools, despite the fact that interest is necessary (for example, Krapp 1999). This is despite the fact that test anxiety causes students to have a decreased interest in their studies. According to Smita (2009), parents should stop praising their children for earning outstanding grades if their children become unnecessarily hostile. It is crucial for parents to maintain a close eye on their children, and they should stop rewarding their children for achieving excellent marks if their children become unduly hostile. Students who get this kind of reward often have poor academic performance and are at a greater risk of dropping out of school (for example, Andrews and Wilding 2004; Henning et al. 2018; Umudjere 2016). This is due to the fact that students who receive this type of reinforcement are more likely to receive negative reinforcement. On the other hand, despite the fact that it is commonly known that knowing students' academic self-concept and interests is vital to appreciating academic performance, it is frequently overlooked (Corbière et al. 2006). This is despite the fact that it is widely recognised as being necessary to appreciate academic achievement. In this environment, kids are more likely to suffer from test anxiety, which contributes to the dropout rate. 




There is a Connection between Worry over Exams and having Suicidal Thoughts

The disturbing trend of growing rates of student suicide around the globe has piqued the attention of researchers (Deb et al. 2015, for example). Students are unable to produce their best work because of their worry, and this terrible situation prompts some students to contemplate terminating their own lives (Yamamoto and Holloway 2010, for example). Exam anxiety is a primary cause of stress and depression, both of which may lead to suicidal thoughts and behaviours, according to research published in 2015 by Deb et al., in 2013 by Hazari, and in 2019 by Subramani and Venkatachalam. 

According to reports, the month of examinations caused students to experience "yawns," "anxiety," and "examination phobia." As a result, students felt lost, disillusioned, and unhappy, and some even considered ending their lives by taking their own lives. Javed (2011) and Susanta (2019), to name only two examples, both have articles that report on this phenomenon. 

Method

In order to gather its data, this study used a quantitative methodology and made use of a survey instrument. Students attending the government secondary school in the Bunir region were given a survey in the form of a questionnaire with no space for open-ended responses. This was done in order to gather information from the students. 

Students The population of the research consisted of a total of 5000 students who attended one of 30 government-run secondary schools throughout the country (15 females and 15 males). 




The Number of Samples Taken and the Methods Used to Sample 

A total of 357 students from government secondary schools in the Bunir area participated in the research as part of the sample for the study. This information is laid out in a table that was compiled by Krejcie and 

Morgan (1970), and it may be seen there.




Instrument

An evaluation of the association between the variables (i.e., parental pressure for high marks [PPHM], examination phobia [EPH], students' dropout [SD], and students' suicidal intention [SI]) was carried out using a scale of the Likert type with five possible answers. This is demonstrated in the conceptual framework for this study. Face validity was examined by using the opinion of experts in combination with a variety of measurement indicators, all of which are provided in Table 1. This was done in order to test the validity and reliability of the instrument.  

Table 1

Construct:	C.R.	A.V.E.	Cronbach Alpha.
(SD)	0.92	0.79	0.88
(SI)	0.88	0.78	0.82
(EPH)	0.79	0.72	0.84
(PPHM)	0.81	0.76	0.89

Examining the Data in Table 1

According to Hair et al. (2009), the findings for Average Variance Extracted (AVE), Composite Reliability (CR), and Cronbach Alpha are all within the threshold values, providing support for the validity and reliability of the approach. AVE stands for average variance extracted, while CR and Cronbach Alpha are measures of composite reliability. 

Results

There is a correlation between the kids' desire to commit suicide and the pressure placed on them by their families to earn excellent marks.

Table 2, which offers the threshold values for many measurement indices such as RMSEA, CFI, GFI, and Chi-Square, demonstrates that the fitness is legitimate. This is proved by the fact that the table contains the information. 

Table 2

Absolute Fit;			Increment Fit;			Parsimonious Fit;
Fitness Index.	Critical Value.	Test Value.	Fitness Index.	Critical Value.	Test Value.	Fitness Index.	Critical Value.	Test Value.
RMSEA.	<0.10	0.069	CFI	>0.95	0.97	Chi-sq/df	<5	3.22

 Observations with Regard to Table 2
The proof that the model is correct may be seen in the outcomes of the SEM analysis, which are as follows: RMSEA= 0.069, CFI= 0.97, and chi-sq/df= 3.22. The availability of these data enables further investigation to be conducted. 

Table 3

P.P.H.M. ---->	S.I.	Beta Estimates.		C.R.		p.	Result
			0.790	.84	0.00		Sig.

 Comments and Suggestions Regarding Table 3
Table 3 makes it clearly clear that the P-Value of the relationship between parental pressure for high marks (PPHM) and suicide intention (SI) among secondary school children is significant at 0.05. This is shown by the fact that the P-Value is included in the table. The inclusion of the PPHM variable in the study enables one to arrive at this result for another reason as well.  

Table 4

	Student's Suicide Intention (S.I.)		Overall SI
P.P.H.M.	P.A.	S.C.A
PE	0.78**	0.76**
SA	0.76**	0.77**
Overall PPHM			0.88

 Remarks Pertaining to Table Number 4
In order to provide a more comprehensible interpretation of the relationship between the variables, a Pearson r correlation was performed, and the findings of this analysis are shown in Table 4. The values of the two indices have a strong relationship that may be described as a positive correlation. dimensions (P.A., S.C.A.), in addition to the overall variables [=0.88, p0.01]; and the two P.P.H.M. dimensions (P.E., S.A.). This relationship is strong (with a value of more than 0.5), meaningful (with a value of 0.01), and moving in the right direction. The existence of a strong and statistically significant correlation between the variables is a direct result of the fact that this is the case.

Table 5

P.P.H.M.---->	S.D.		Beta Estimates.	C.R.			Result
		0.84		.790	0.00		Sig:

 Comments and Suggestions Regarding Table 5
Table 5 illustrates that there is a clear

connection between P.P.H.M. and S.D., and this correlation is significant at the 0.05 level (model-2) in terms of its significance. 

Table 6

	S.D.		Overall S.D.
P.P.H.M.	P.C.	D.M.
P.E.	0.77**	0.81**
S.A.	0.86**	0.83**
Overall P.P.H.M.			0.89

 Regarding the Sixth Table: 6 Some Remarks
The values of correlation for both axes of standard deviation are shown below. (P.C., D.M.) and the two dimensions of P.P.H.M. (P.E., S.A.) in Table 6 are positive, significant, and have a high level of strength (at more than 0.5). The overall correlation values for the variables are likewise high and significant (at [=0.89, p0.01]), showing that there is a positive and substantial connection between the variables. This is shown by the fact that the values for the correlation between the variables are significant.

Table 7




P.P.H.M.    ----->	E.P.H.	Beta Estimates.		C.R.		p.	Result;
			0.88	0.921	0.00		Sig.

The Link Between Worrying About Tests and High-Stakes Expectations Placed on Students by Their Parents to Achieve Good Grades

Observations Pertaining to Table number 7

In order to make the finding concerning the association that was discussed before, the structural equation modelling (SEM) technique was used. In Table 7, you will see a presentation of the findings from the research. The results of the study indicate that there is a strong, positive, and statistically significant association between P.P.H.M. and E.P.H. (=0.88, p0.01) and that all of the dimensions have high correlations (>0.50, p0.01).

An Investigation of the Connection Between the Emotion of Fear and the Desire to Take One's Own Life.

Table 8

	E.P.H.		Overall E.P.H.
P.P.H.M.	L.C.	W.O.R.
P.E.	0.89**	0.81**
S.A.	0.88**	0.83**
Overall P.P.H.M.			0.91

 Comments and Suggestions Regarding Table 8
Table 8 makes it clearly clear that there is a strong and beneficial relationship between examination anxiety (abbreviated as E.P.H.) and parental pressure for high marks (abbreviated as P.P.H.M. @.91). This connection was shown to have a correlation of.91. Examinees who reported higher levels of examination anxiety also reported higher levels of parental pressure. 

Table 9

	Beta Estimates.			C.R.	p.	Result;
E.P.H.     ----->	S.I.	0.970		.772	0.00	Sig.

 Comments and Suggestions Regarding Table 9
The importance of the link that exists between 

EPH and SI can not be overstated. was validated by the findings of the study that are outlined in Table 9, which can be seen over here.

Table 10

	S.I.		Overall S.I.
E.P.H.	S.C.A.	P.A.
W.O.R..	077**	0.77**
L.C.	0.87**	0.78**
Overall E.P.H.			0.88

 Comments and Suggestions Regarding Table 10
It is clear from looking at Table 10 that there is a correlation between E.P.H. and S.I. that is not only positive but also very significant 

statistically. In addition, there are significant connections between each of the dimensions [>0.50, p0.01].

There is a connection between the anxiety that students feel before exams and their decision to leave school.

Table 11




	Beta Est.			C.R.	p.	Result
E.P.H.----->	S.D.	0.88		.933	0.00	Sig.

 Comments and Suggestions Regarding Table 11
The relationship between the two variables,

namely E.P.H. and S.D., is made abundantly evident by the data shown in Table 11.

Table 12

	S.D.		Overall S.D.
E.P.H.	D.M.	P.C.
W.O.R.	0.77**	0.78**
L.C.	0.73**	0.78**
Overall E.P.H.			0.93

 Observations With Regard To Table 12
According to the findings of the study, which are shown in Table 12, all of the dimensions have strong correlations (>0.50, p0.01), and there is a considerable, positive, and statistically significant association between 

E.P.H. and S.D. (=0.93, p0.01).

There is a correlation between pupils dropping out of school and factors such as suicidal thoughts, anxiety about upcoming tests, and pressure from family to get high grades.

Table 13

		Beta Est.	S.E.	C.R.	P.	Results;
P.P.H.M.---->	E.P.H.	17.32	0.334	.899	0.00	Sig.
P.P.H.M.---->	S.I.	-0.22	0.23	-0.55	0.644	Insig.
E.P.H. ------>	S.I.	0.888	0.421	.899	0.00	Sig.
E.P.H.------->	S.D.	0.878	3.321	.988	0.00	Sig.
P.P.H.M.----->	S.D.	-0.312	0.089	-0.255	0.688	Insig.

 Observations Made With Regard To Table 13
The findings, which are given in Table 13, suggest that "Examination Phobia" may play a role as a connecting factor between "Parental Pressure for High Marks" and "Students' Intention to Commit Suicide." In addition, the generated model of the indirect relationship was shown to be significant. 

This fear of tests was mentioned as the basis for this phenomenon, and it was claimed to serve as a mediating element in the relationship between "parental pressure for high marks" and "student dropout." As indicated in Table 13, the strong, positive direct impact of parental pressure for high marks was found to turn negative (i.e., -0.22 for S.D. & to -0.55 for S.I. ), weak, and inconsequential when examination fear was included in the model as a mediator. This was the case despite the fact that the direct effect of parental pressure was initially positive and substantial. This was seen for both of the variables, namely, the student's desire to commit suicide as well as the students' dropout rate. Because of this, it should come as no surprise that the link between the variables may be explained using a model of indirect influence. 

Table 14

Parameter	Estimate	Lower (L)	Upper (U)	P
P.P.H.M. -> E.P.H.	0.210	0.871	1.227	0.002
P.P.H.M. -> S.I.	-0.442	-0.056	0.176	0.676
P.P.H.M. -> S.D.	-0.313	-.457	0 .332	0.471
E.P.H.-> S.D.	0.717	0.875	0.882	.001
E.P.H. -> S.I.	0.962	0.877	0.962	.003

 Considerations with Regard to Table 14
In addition, a bootstrap analysis was carried out, the results of which are shown in Table 14, in order to verify the proposed indirect connection between the variables.  

According to Table 14, there is not a direct correlation between parental pressure for excellent grades (P.P.H.M.) and the intention to commit suicide (S.I.), but rather, there is a relationship that works as a mediator (r = -0.442, 95 percent confidence interval (C.I.): L = -0.056, U = 0.676). Again, the PPHM direct effect model on SD is -0.313 (95 percent confidence interval: L= -0.457, U= 0.332), which reveals that there is no direct association between parental demand for exceptional grades and student dropout; rather, there is only a mediational link. This is shown by the fact that p>.05, which shows that there is no direct relationship between parental pressure for outstanding grades and student dropout. 

Both the educational level of the parents and their economic well-being should be taken into consideration as essential considerations.

As can be seen in Table 15, the structural equation modelling (SEM) approach was used in order to evaluate whether or not the socioeconomic situation and educational level of the parents may be used as modifiers. The relationship that existed between the predictor and the criterion/outcome variables might have been strengthened or weakened depending on the role that the moderators played in the experiment. The p [p0.05; p0.01] threshold values are used in order to decide whether or not the demographic parameters that were mentioned before may be used as a moderator. This determination is made in order to determine whether or not the demographic parameters may be used as a moderator. Following their investigation into the impact of parents' educational backgrounds on the connection between parental pressure for good grades and students' intention to commit suicide, the researchers utilised the same demographic variable in order to investigate the connection between parental pressure for high marks and students' propensity to drop out of school. 

Table 15

	Estimate.	S.E.	C.R.	P.	Result;
P.P.H.M. -> S.I.	.899	.432	9.546	0.00**	Sig.
S.I. -> P. Ed.	.678	.089	4.877	0.878	Insig.
S.I. -> P.P.H.M. x Parent-Education	-.344	.677	-.989	0.888	Insig.

 Observations Pertaining to Table Number 15
According to the findings of the research presented in Table 15, "parents' education" has the effect of altering the nature of the relationship between "parental pressure for high grades" and "students' intention to commit suicide" in such a way that it becomes weaker, less positive, and less significant rather than strong, positive, and significant. As a direct result of this, it was determined that the level of education that both sets of parents had is a component that acts as a moderator for the association that was seen. 

Table 16

	Estimate.	S.E.	C.R.	P.	Result;
P.P.H.M. -> S.D.	.921	.342	7.532	0.00**	Sig.
S.D. -> P.Ed.	.821	.040	2.342	.421	Insig.
S.D.->  P.P.H.M. x Parent-Education.	-.144	.099	-.769	.821	Insig.

 Observations with Regard to Table 16
The findings of the study that is shown in Table 16 demonstrate that "parents' education" transforms what was formerly a strong, favourable, and substantial relationship between "parents' stress for high marks" and "students' dropout" into one that is now weak, unfavourable, and irrelevant. This is the case because "parents' education" is a factor. This is shown by the fact that the relationship is now weak, unfavourable, and of little significance. As a direct result of this, it was determined that the level of education that both sets of parents had is a component that acts as a moderator for the association that was seen.

Table 17

	Estimate.	S.E.	C.R.	P.	Result;
P.P.H.M. -> S.I.	.980	.656	7.677	0.00**	Sig.
S.I. -> S.E.S.	.871	.032	3.411	.443	Insig.
S.I.-> P.P.H.M. x S.E.S.:	-.656	.028	-.676	.666	Insig.

 Observations Pertaining to Table Number 17
According to the research presented in Table 17, depending on the socioeconomic level of the parents, the link between the parents' anxiety that their children would not obtain excellent grades and their desire to commit suicide ranges from being strong, positive, and significant to being weak, negative, and irrelevant. This is because the strength of the link depends on the parents' expectation that their children will achieve excellent grades. It was shown as a direct result of this fact that the socioeconomic position of the parents is a component that acts as a moderator of the relationship that was discovered.

Table 18

	Estimate.	S.E.	C.R.	P.	Result;
P.P.H.M. -> S.D.	.818	.634	6.786	0.00**	Sig.
S.D.-> S.E.S.	.78	.322	6.443	.454	Insig.
S.D.-> P.P.H.M. x S.E.S.	-.098	.454	-.665	.776	Insig.

 Remarks about the 18th Table
According to the findings of the study shown in Table 18, "parents' socio-economic status" turns what was formerly a strong, constructive, and significant link between "parents' stress for high marks" and "students' dropout" into one that is, instead, fragile, unfavourable, and of little relevance. It was shown as a direct result of this fact that the socioeconomic position of the parents is a component that acts as a moderator of the relationship that was discovered.

Discussion

This research was conducted with the intention of determining whether or not there is a connection between parental pressure for good marks, exam anxiety, kids' suicidal ideation, and the rate at which they drop out of school. The investigation was carried out at Pakistan's Bunir region's secondary educational institutions as part of the study. The objective of this research was to construct a conceptual framework with the objective of explaining the relationships between the variables of school dropout (Mughal, Aldridge, and Monaghan 2019), suicidal ideation (Khan and Hyder 2006), exam phobia (Javed 2011), and parental pressure for high marks (Khatoon and Parveen 2009) within the context of Pakistan. 

According to Table 4, the results of this research revealed that there was a significant association between the desire of students to commit suicide and the pressure that was placed on them by their parents to obtain good marks in their schoolwork. This pressure came in the form of high expectations that their parents had for them academically. The student's inability to communicate their displeasure with what they perceive to be "parental pressure for high marks" is ultimately a factor that leads to their choice to end their own lives rather than face the repercussions of continuing to live in such a way. This decision is made because the students are unable to articulate their dissatisfaction with what they perceive to be "parental pressure for high marks." These findings are not supported in any manner by the findings of other studies (such as those conducted by Daniel et al., Goldston et al., Erkanli et al., Franklin and Mayfield 2009; McGirr et al., Burea and Turecki 2008). 

This research also found that there is a significant connection between the amount of pressure that is placed on children by their parents to obtain good results and the likelihood that those children would drop out of school. The pressure that is put on children to earn excellent marks comes from their parents. There is a wide range of variations in the amount of pressure that is put on children from one household to the next. Because of this, it is quite feasible that one of the factors that are contributing to the low literacy rate in the environment as well as one of the challenging circumstances is dropping out of school. This is due to the fact that a significant portion of the population in the setting is illiterate and so unable to read or write. Researchers (such as Freuchen et al. 2012 and Loh et al. 2012) have demonstrated that these challenging conditions lead to disciplinary difficulties, which in turn drive children to drop out of school. This cycle continues until the kid is no longer able to attend school. Research such as this may be seen in Freuchen et al. 2012 and Loh et al. 2012, to name only two instances. A student's decision to withdraw from school may also be attributable to outside forces, such as "parental pressure for high marks" (for example, see Bowers and Sprott 2012 and Elder et al. 2015). The results of this research did not concur with the conclusions of the studies that were mentioned previously in this conversation since this study's findings were different. 

In addition, it was discovered that an indirect link exists between "parents' stress for high grades," "students' dropout," and "suicide intention." This was achieved via the mediator of "examination phobia," which was used in the study.  The researchers looked at a total of 29 different papers (such as Sousa et al. 2017), and they came to the conclusion that there is a connection between suicidal thoughts and social and psychological factors. The results of this research did not concur with the conclusions of the studies that were mentioned previously in this conversation since this study's findings were different. Multiple studies (including Ahmed 2015, Dupere et al. 2015, Lee et al. 2009, and McGirr et al. 2008) have connected "parental pressure for high marks" to exam anxiety, which in turn has been related to suicide ideation and school dropouts.  

The findings of this research also suggested that the level of education attained by the parents has a part in deciding the amount to which the components are connected to one another in terms of the strength of the relationship. This was shown by the fact that the degree of education reached by the parents was one of the variables that was examined. According to Khatoon and Parveen (2009), parents with educational backgrounds are able to have high expectations for their children in a constructive manner without imposing excessive pressure on them to achieve well academically. These parents are able to have high expectations since they have educational backgrounds. Due to the fact that they themselves have had a good education, parents who are in this position are able to instil lofty ideals in their offspring. That is to say, parents might have high hopes for their children without being too critical of their children's academic performance yet having high expectations for their children. Numerous research, such as the ones conducted by Ahsan et al. (2015) and Kainuwa and Yusuf (2013), which lend validity to this study, have established a link between the degree of education that parents have and the level of education that their children have. This study seeks to investigate the implications of this association. These results provide credence to

the research that was conducted. 

 It was shown that the socioeconomic status of the parents served as a moderating factor in the relationship that existed between the components of the study. In the setting of Pakistan, there is a correlation between having parents who hold higher socioeconomic positions and a lower risk of their children having suicidal thoughts or dropping out of school totally. This is the case in both urban and rural areas of Pakistan. Studies conducted by researchers (such as Kainuwa and Yusuf 2013; Murray 2009; Zhang, Liu, and Rozelle 2013) held the view that children who came from households with better socioeconomic levels had a lower chance of dropping out of school and killing themselves by suicide corroborated the findings. These researchers were Kainuwa and Yusuf (2013), Murray (2009), and Zhang, Liu, and Rozelle (2013). Kainuwa and Yusuf (2013), Murray (2009), and Zhang, Liu, and Rozelle (2013) were the researchers who carried out the study. The results of this research did not concur with the conclusions of the studies that were mentioned previously in this conversation since this study's findings were different. 




Conclusion

In this hypothetical situation, the parents are putting a significant lot of pressure on their children to get good results on the standardised tests that they will be expected to take when they enrol in secondary school. These tests include the SAT, the ACT, and the PSAT. The youngsters are particularly worried about the possibility that they won't be able to achieve the objectives that have been set for them to undertake, and this is causing them a lot of anxiety. They are now debating whether or not they should eliminate the financing for educational programmes in the event that they are successful. The viewpoint that has been conveyed to the children by their parents is the key factor that has led to the development of psychological problems in the children, such as the anxiety that the children experience just before their tests. It is possible for a student to fail an exam because of test anxiety, which might lead to the student dropping out of school and/or having suicidal thoughts. According to the findings of this study, there is a significant connection between the pressure that is put on children by their parents to maintain high academic standards, the anxiety that students feel before examinations, the rate at which children drop out of school, and the ideation of suicidal behaviour among those students. Additionally, this study found that there is a connection between the pressure that is put on children by their parents to maintain high academic standards and the rate at which children attempt suicide. It has been discovered that children whose parents have higher levels of education and who come from affluent socioeconomic settings are less likely to suffer from test anxiety, drop out of school, and entertain thoughts of suicidal behaviour than children whose parents have lower levels of education and who come from lower socioeconomic conditions. This is due to the fact that their socioeconomic conditions have made it possible for them to access a greater variety of resources. 

This research provides a contribution that is both empirical and theoretical to the educational system in Pakistan. Specifically, it demonstrates that there is an indirect correlation between parental pressure for outstanding grades, test anxiety, suicidal ideation, and student dropout. The contribution is made by establishing that there is a connection between these factors.

Recommendations

It was suggested that topics including parental pressure for outstanding grades, exam anxiety, student dropout rates, and suicidal thoughts should be covered at the monthly PTC meetings. In addition to this, it was proposed that parents be made aware of the consequences of the stress that they experience while worrying about their children's academic performance. Additionally, it was proposed that parents be told of the many benefits that come with attending PTC sessions on a monthly basis. This was another suggestion that came out of the meeting. This tactic has the ability to be effectively used in order to handle the situation, and it also has the potential to encourage youngsters to reassess their intentions to withdraw from school and end their own lives. According to the conclusions of this research, parents need to avoid placing an excessive amount of pressure on their children to acquire high exam scores or else they face the risk of their own death. If they do so, their children will be putting themselves in danger. It is feasible that the incidence of children who have suicidal thoughts and who drop out of school may be completely decreased by using an approach that is constructive, which would motivate the children to attain high standards and would prevent the children from falling out of school. This would be achievable if the children were prevented from dropping out of school by employing an approach that is constructive. 

The idea of doing more study on the topic of private schools was brought up in the course of the conversation that took place. In addition to this, it is very necessary for the study to contain a comparison of the experiences that male and female students have had in relation to the difficulties that were addressed previously in the paragraph. 

Limitations

This study has some drawbacks, including the absence of data on teachers, administrators, and parents owing to resource constraints. In a similar vein, the causes of parental pressure were not investigated in terms of the motivations at play. Similarly, the students 

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