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Parents Exam Stress & Pressure Assessment (PESPA™)

Purpose

This assessment helps parents understand how their beliefs, reactions, and expectations psychologically affect their child’s learning, confidence, and emotional safety.

⚠️ This is not a “good parent vs bad parent” test.
It measures , not intentions.

Name

Email

Phone Number

Aadhar Number

Instructions

36 statements
Answer honestly based on daily classroom behaviour, not ideals
Scale:
1 -> Strongly Disagree 2 -> Disagree 3 -> Neutral / Sometimes 4 -> Agree 5 -> Strongly Agree

SECTION 1: Expectations & Pressure

My child must perform well academically to secure a good future.

My child must perform well academically to secure a good future.

I feel anxious when my child’s results are below expectations.

I feel anxious when my child’s results are below expectations.

I compare my child’s performance with others (siblings, relatives, peers).

I compare my child’s performance with others (siblings, relatives, peers).

Poor marks worry me more than my child’s emotional state.

Poor marks worry me more than my child’s emotional state.

I believe pressure is necessary for success.

I believe pressure is necessary for success.

SECTION 2: Emotional Safety

My child feels safe sharing mistakes with me.

My child feels safe sharing mistakes with me.

I remain calm when my child fails or underperforms.

I remain calm when my child fails or underperforms.

I listen fully before reacting to my child’s problems.

I listen fully before reacting to my child’s problems.

I avoid using shame, sarcasm, or fear as motivation.

I avoid using shame, sarcasm, or fear as motivation.

My child can express stress without being judged.

My child can express stress without being judged.

SECTION 3: Control vs Autonomy

I allow my child to have opinions different from mine.

I allow my child to have opinions different from mine.

I decide most things for my child “for their own good.”

I decide most things for my child “for their own good.”

I trust my child to manage age-appropriate responsibilities.

I trust my child to manage age-appropriate responsibilities.

I intervene immediately when my child struggles.

I intervene immediately when my child struggles.

I believe children learn best when guided, not controlled.

I believe children learn best when guided, not controlled.

SECTION 4: Failure & Resilience

Failure is a learning opportunity, not a threat.

Failure is a learning opportunity, not a threat.

I react emotionally when my child fails an exam.

I react emotionally when my child fails an exam.

I focus on effort and process more than results.

I focus on effort and process more than results.

I worry excessively about “what people will say.”

I worry excessively about “what people will say.”

I help my child reflect instead of blaming.

I help my child reflect instead of blaming.

SECTION 5: Mental Health Awareness

Stress affects performance more than intelligence.

Stress affects performance more than intelligence.

I can recognise early signs of anxiety or burnout in my child.

I can recognise early signs of anxiety or burnout in my child.

Emotional well-being is as important as academic success.

Emotional well-being is as important as academic success.

I openly discuss mental health with my child.

I openly discuss mental health with my child.

I believe children should “toughen up” rather than talk about feelings.

I believe children should “toughen up” rather than talk about feelings.

SECTION 6: Parenting Identity & Reflection

I reflect on how my reactions affect my child.

I reflect on how my reactions affect my child.

I apologise to my child when I am wrong.

I apologise to my child when I am wrong.

I believe parenting requires continuous learning.

I believe parenting requires continuous learning.

My child’s self-worth does not depend on marks.

My child’s self-worth does not depend on marks.