The objectives of study were: (1) To find out the relationship between TABP in students and TABP perceived by these students in their own parents. (2) To investigate into the relationship of TABP in students and perceived TABP in parents with students’ stress and to seek the best predictor of stress among these three (TABP-S, PTABP-M and PTABP-F). (3) To examine whether stress mediates the effect of TABP on health. (4) To investigate into the relationship of TABP in students’ sand perceived TABP in parents with students’ health and to find out the best predictor of health among these three (TABP-S, PTABP-M, PTAB-F). (5) To expose whether perceived parental support moderates or mediates the effect of stress on health. (6) To explore whether perceived parental support moderates or mediates the effect of TABP on stress and on health. (7) To examine the amount of variance explained by TABP in students perceived TABP in parents, students’ stress and parental support in students’ health.

The hypotheses of study were: (1) There is a positive relationship between TABP in students and that perceived in parents. (2) TABP in students is positively associated with the amount of stress the student experience. (3) Students stress and their perception of TABP in parents are positively related. (4) Higher the score on TABP in students the proper is their health. (5) Greater the amount of TABP perceived in parents the poorer is the health of the students. (6) There is no correlation between TABP in students and parents and students’ perception of parental support. (8) Perceived parental support is negatively associated with students’ stress. (9) Students stress and their health are negatively related. (10) Perceived parental support and health of the students are positively correlated. (11) Perceived parental support moderates the effect of students’ stress on their health. (12) Perceived parental support moderates the effect of TABP in students on the stress they experience. (13) Perceived parental support moderates the effect of TABP in students on students’ health. (14) Perceived parental support moderates the effect of TABP perceived in parents on students’ stress. (15) Perceived parental support moderates the effect of TABP perceived in parents on students’ health. (16) Students stress mediates the effect of TABP on their health.

Sample consisted of 400 twelfth standard students, 200 belonging to the science faculty and 100 each to the commerce and arts faculties from urban and suburban areas of Pune city.

Tools were TABP-students’ Scales (split-half reliability=0.90), Perceived TABP in Parents Scale (split-half reliability=0.92), Students’ Stress Scale, Perceived Parental Support Scale (split-half reliability 0.966), Physical Health Scale (Split-half Reliability=0.966) and Mental Health-students Scale (split-half reliability= 0.84). For all the tools content validity was established which was found to be satisfactory.

Pearson’s product-moment correlation method, multiple regression analysis, and ANOVA test were used for data analysis.

The findings of study were: (1) Perceived TABP in parents and TABP in students were positively correlated. (2) TABP in students was positively associated with the stress students felt and students’ stress increased with the mount of TABP perceived in parents. (3) The significant interaction effect obtained between TABP in students and that perceived in mother indicated that stress experienced by Type-A students got augmented if they had mothers who scored high on perceived TABP than those who had mothers who scores low on perceived TABP. (4) TABP in students was positively associated with stress-related physical health symptoms that denote poor health. Similarly, it was found that higher the level of perceived TABP in father, the poorer the physical health of the students. (5) Students’ stress was found to be intervening the relationship of TABP in students as well as perceived TABP in father with physical health of the students. (6) Neither TABP in students, nor TABP perceived in either of the parents was found to be significantly associated with students’ mental health. However, higher the level of perceived TABP in mother and father, the poorer the mental health status of the students. (7) Neither TABP in students, nor TABP perceived in each of the parents was significantly related to the support perceived as obtained from mother and father. (8) Students’ stress and perceived parental support from father were found to be negatively related with each other. (9) Higher the stress encountered by the students, the poorer was found to be their physical and mental health. (10) Perceived parental support was positively related with physical and mental health status of the students. (11) Perceived parental support from mother was found to be a significant positive main effect predictor of good physical and mental health, irrespective of the level of stress encountered by the students. However, support from mother did not mitigate the adverse effect of stress on any aspect of the health. (12) Irrespective of the level of TABP in students or TABP perceived in parents, perceived support from fathers emerged as a significant negative main effect predictor of students’ stress. (13) After controlling the effect of TABP in students or perceived TABP in father (on students’ physical health) support perceived from each of the parent was found to be a significant predictor of students’ physical health. However, support from neither of the parents suffered the adverse impact of TAVP in students or perceived TABP in father on students’ physical health. (14) TABP in students’ perceived, TABP in father, and stress were found as explaining significant amount of variance in physical health, where as perceived parental support was found to be its significant negative associate and explained significant amount of variance in it. (15) Stress and support perceived from each of the parents were the only variables that accounted for significant amount of variance in mental health. (16) Group of the tenth standard high academic performers perceived significantly the lowest level of TABP in father experienced the least amount of stress and had the best physical health in comparison with moderate and low academic performance when they were in standard XII. However the group of moderate performers perceived maximum amount of support from both the parents as compared to the other two group. (17) Students who exhibited high academic performance in XII standard felt the least amount of stress as compared to the groups of moderate and low performers.