Parent-initiated motivational climates (PIMCs) give context to parental pressure, as mastery-climates and ego-climates have differing impacts on the recipient (Lee & Maclean, 1997). How PIMCs impact athletes’ performance and wellbeing is broadly recognized, but PIMCs are yet to be applied to educational contexts. Based on findings from parental pressure and achievement goal theory research in education, and PIMC research in sports, the present study made the following hypotheses (Kaynak et al., 2021, O’Rourke et al., 2012). High parental pressure and high ego-orientated climates will predict higher general anxiety and study anxiety, and lower academic self-efficacy and academic achievement, while lower parental pressure and higher mastery-orientated climates will predict the opposite. Secondarily, the impact of family social status on predictor variables was explored, with the hypothesis that family social status would be positively correlated with parental pressure and ego-climate and negatively correlated with mastery-climate. A questionnaire was completed by 12S current university students (aged 18- 42 years), measuring quantitative variables (as listed in the hypotheses) and, qualitatively, participants’ attitudes toward their communication with their parents surrounding academic progress. Contrary to expectations, findings revealed that high parental pressure and ego-orientated climates reduce study anxiety and general anxiety and increase academic self-efficacy. Mastery-orientated climates and academic achievement were not significantly associated with any outcome variables. Family social status was only significantly (positively) correlated with academic self-efficacy. Participants explained why some avoid sharing academic progress with their parents unless they do well, while others openly share any progress. How these attitudes changed between school and university was demonstrated. Findings are discussed with study limitations. It is hoped that findings will aid educational practitioners and parents to evaluate approaches to motivating and supporting students throughout university.
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