Impact of Career Anxiety and Parental Expectations on Mental Health of Female Post Graduate Students

Abstract

Career development is a critical phase in higher education, yet female postgraduate students face mounting pressures from career uncertainties and family expectations. The combined impact of career anxiety and parental expectations on mental health remains underexplored in the Indian educational context. This study examined the levels of career anxiety and parental expectations among female postgraduate students and their relationships with mental health status. Additionally, it investigated the predictive effect of these variables on mental wellbeing. A correlational research design was employed with a sample of 200 female Master’s level students from government colleges and universities across Khordha and Cuttack districts, Odisha. Multistage random sampling ensured representative selection across Arts and Science streams. Data were collected using three validated self-administered scales: Parental Expectation Scale, Career Anxiety Scale, and Mental Wellbeing Scale. Pearson correlation and multiple linear regression analyses were conducted. The majority of students (83%) experienced high parental expectations, while 52.5% reported high career anxiety levels. Notably, 60% of respondents exhibited high mental health status. Correlation analysis revealed significant negative relationships: career anxiety with mental health (r = −0.183, p = 0.010) and parental expectations with mental health (r = −0.320, p = 0.001). Multiple regression analysis indicated that both variables significantly predicted mental health (R² = 0.412, F = 101.324, p < 0.001), with standardized coefficients of β = 0.345 and β = 0.298 respectively. Career anxiety and parental expectations are significant psychological stressors negatively influencing mental health among female postgraduate students. The findings underscore the need for institutional support systems, career counselling, and family-awareness programs to mitigate psychological burden and enhance student wellbeing during the postgraduate phase.