A Comparative Study of Parent–Child Relationship and Emotional Stability among School Students

Abstract

The parent–child relationship is a fundamental factor influencing the emotional and psychological development of school students. Emotional stability is an essential attribute that enables students to manage stress, regulate emotions, and adapt effectively to academic and social demands. In the present educational context, increasing academic pressure and social challenges have intensified the need to examine factors contributing to students’ emotional well-being. The present study aims to comparatively examine the parent–child relationship and emotional stability among school students and to determine the nature of the relationship between these variables.

A quantitative research approach was employed using a descriptive and comparative survey design. The sample consisted of 400 secondary school students selected through random sampling from government and private schools. Standardized tools were used to measure parent–child relationship and emotional stability. The collected data were analyzed using statistical techniques such as mean, standard deviation, t-test, and Pearson’s product moment correlation.

The findings revealed a significant difference in emotional stability between students with high and low parent–child relationship levels. A positive and significant relationship was also found between parent–child relationship and emotional stability, indicating that students who experience supportive and positive parental interaction demonstrate higher emotional stability. The study highlights the importance of nurturing parent–child relationships and emphasizes the need for parental awareness, school-based counselling, and emotional education to promote students’ emotional well-being and holistic development.