Abstract :

University students globally navigate significant expectations from parents and peers, which can profoundly impact their mental health. While these expectations can motivate, they often generate stress and anxiety, particularly when perceived as unrealistic. Existing literature highlights this dual effect, but there is a scarcity of qualitative, in-depth research on this topic within the African, and specifically Zambian, higher education context. This study aimed to explore the lived experiences of university students in Lusaka, Zambia, regarding the influence of parental and peer expectations and mental health. Its specific objectives were to: explore parental expectations and mental health based on students’ experiences; explore peer expectations and mental health based on students’ experiences; and determine whether students perceive these expectations as contributing positively or negatively to their overall mental health.

This qualitative study explored the lived experiences of university students in Lusaka, Zambia, regarding the influence of parental, peer expectations and mental health. Utilizing a phenomenological research design, in-depth semi-structured interviews were conducted with 20 university students, of which 11 students were from the University of Zambia, and 9 students were from Levy Mwanawasa Medical University. A focus group discussion was utilized as a second data collection method, with 8 university students from the initial group of students that participated in the interview process, 3  university students of which were from Levy Mwanawasa Medical University, and 5 university students were from the University of Zambia. All university students who participated, were aged 18–27. Thematic analysis was employed to analyze the data.

Findings reveal that parental expectations are a pervasive and powerful influence, often centered on academic and career success. While these expectations were sometimes described as motivating and linked to improved academic performance, they more frequently generated significant psychological distress, including stress, anxiety, feelings of being overwhelmed, and a loss of autonomy, particularly when perceived as unrealistic or misaligned with the student’s own goals. Peer expectations primarily manifested as pressure to perform academically and conform socially. Their impact was more varied; some students reported resilience and motivation from positive peer influence, while others experienced anxiety and social pressure to meet group norms.

Overall, the study concludes that expectations act as a double-edged sword. Their effect on mental health is contingent on their nature, source, and the individual’s perception. The study highlights the critical role of balancing high expectations with emotional support and autonomy to safeguard student well-being. It recommends enhanced university support services and culturally sensitive interventions to help students navigate these pressures and promote mental health in the Zambian higher education context.

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Keywords :

lived experiences, Mental Health, Parental expectations, Peer expectations.

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References :

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