Peer Pressure: Influencing Factors and

Its Negative Impacts to the Mental

Health Status of Grade 11 General
Academic Strand Students at Rosary
School Incorporated
Researchers

Jerick Agnas

Mayvelyn Agnas

Janille Borela

Jerome Theodore De Belen

Ninfa Dumago

Janah Louise Ortinero

Adviser

Liezel Estanislao

`
 CHAPTER I

The Problem

Introduction and Its Background

Peer pressure is a common and often influential force in the lives of adolescents, as they

navigate the challenges of fitting in and establishing their own identities. It can take many forms

from subtle social influences to more overt forms of persuasion or coercion while peer pressure

can sometimes have positive effect, such as encouraging young people to try new things or

work harder, it can also have negative consequences, particularly when it comes to mental

health.

Positive peer pressure can lead to adaption of positive behaviors and attitudes, such as

engaging in physical exercise or pursuing higher education. Negative peer pressure, on the

other hand, is the influence that peers can have on individuals to engage in behaviors that are

harmful, risky, or unwanted that can lead to adaption of risky behaviors and attitudes such as

drug abuse, delinquency, and risky sexual behavior. This can involve direct pressure, such as

bullying, teasing, or coercion, or indirect pressure, such as the desire to fit in or conform to the

norms of a particular social group.

This form of peer pressure may occur as social modeling. For example, a group of

popular students may all be drinking alcohol and they may be considered cool. Others will strive

to also be seen in this same light and may then participate in the modeled behavior like

drinking alcohol, to try and fit in with this social group, whether or not they asked to join in . It

can also manifest in more subtle ways, such as pressure to dress a certain way or to adopt
certain beliefs or attitudes. It can have serious consequences, including physical harm, legal

trouble, emotional distress, and damage to relationships.

Peer influence is also a phenomenon that affects many individuals, particularly during

adolescence and early adulthood. It refers to the influence that friends, classmates, or peers

can have on person's thoughts, behaviors, and decision-making processes. Whether it's to fit in

with a group, to gain acceptance, or to avoid rejection, peer pressure can be a powerful force

that can lead people to engage in activities they might not otherwise choose to do. While peer

pressure can have both positive and negative impact, it is important to understand the

underlying dynamics and how to navigate them in a healthy and productive way.

A young person can experience peer pressure in varying degrees. Sometimes their peer

may proactively influence them to behave in certain ways and at other times they may be just

following along. Both of these situations are based on seeking approval, but it is also possible

for peer pressure to be a result of bullying. This is when child fears being teased or physically

hurt for not conforming. It`s important to remember that peer influence and pressure is a

normal part of adolescence. As a child starts moving away from the parent-child relationship

and seeking their own independence and identity, their peers will become more important to

them. However, if they are concerned about its impacts to their child that it`s negatively affect

their life, there are things that a parent can do to support their child.

It is important for Grade 11 students to understand the impacts of peer pressure on

their mental health, and to learn how to resist negative peer pressure as well as to promote

positive peer pressure. Building strong relationship with supportive peers, developing self-
confidence and self-esteem, and learning to assert one`s own values and beliefs are all

strategies that can help students navigate the pressures of adolescence. By understanding the

underlying factors and impacts of peer pressure, students can make informed decisions about

their own behavior and well-being.

Peer pressure is a common phenomenon among adolescents, and it refers to the

influence that peers have on individuals to conform to their attitudes, behaviors, and beliefs.

Peer pressure can be both positive and negative and it’s known to have a significant impact on

an individual`s mental health. Grade 11 students are at crucial stage in their development, and

they face many challenges, including peer pressure.

Peer pressure is either a positive or a negative act that has been existent up until the

present times, and different student has different coping mechanisms when it comes to this

matter. It usually begins with peers seeking rapport from other student for the purpose of

having plenty of connections in an area. The environment may differ as students grow up either

in a peaceful, or in a chaotic surrounding. Therefore, it can have different impacts to them, and

that includes their overall behavior. The causes of peer pressure can be many, including the

desire to fit in with a particular social group, the need to conform to the norms of society, and

the influence of media and popular culture. Adolescents are often concerned with their social

status and may engage in risky behaviors to gain acceptance from their peers. They may also

feel pressured to engage in behaviors that are not in line with their personal values and beliefs.

One situation where someone might experience peer pressure is if they are at a party

where their friends are drinking alcohol or using drugs. Even if the person doesn't want to drink
or use drugs themselves, they may feel pressure from their peers to do so in order to fit in or

avoid being seen as uncool or boring. This can be a difficult situation to navigate, as the person

may feel torn between wanting to maintain their friendships and wanting to make choices that

align with their values and beliefs. It's important for individuals to be aware of their own

boundaries and to have strategies in place for saying no to peer pressure in a firm but

respectful way.

The impacts of peer pressure on mental health can be destructive, including anxiety,

depression, low self-esteem, and even suicidal ideation. Adolescents who experience peer

pressure may feel overwhelmed and unable to cope with the demands placed upon them. They

may also develop a negative self-image, which can affect their social academic performance.

Peer pressure can lead to feelings of isolation, which can exacerbate mental health problems. In

recent years, Peer pressure has become a significant concern for parents, educators, and

mental health professionals.

It is essential to understand the factors and impacts of peer pressure on Grade 11

Students mental health status to develop effective interventions and strategies to support

them. By identifying the factors that contribute to peer pressure and the impact it has on

mental health, educators and mental health professionals can develop targeted interventions

to promote positive mental health among adolescents especially the students.

Statement of the Problem

1. What are the factors that influence students’ response to peer pressure?

2. What are the negative impacts of peer pressure on the mental health status of the

students?

3. What are the necessary solutions that will lessen the negative impacts of peer

pressure among students?

Assumptions

1. There’s a lot of factors that can influence a students’ response to peer pressure such as

personality, parental influence, and peer group.

2. Engaging in negative peer pressure can cause them to feel anxious and stressed in trying

to fit in with peers’ expectations, that can have a negative impact on mental health such

as depression, anxiety, and trauma.

3. The necessary solutions that will lessen the negative impacts of peer pressure among

students is by developing social-emotional learning program in school and promoting

positive peer pressure.

 Conceptual Framework

Input. This part will serve as a guide to recognize the answer for objectives, this contains

the Related Literature, survey and the responses of Grade 11 students of General Academic

Strand in Rosary School Incorporated.

Process. This part includes several procedures on analyzing data such as determining the

influencing factors and impacts of peer pressure on the mental health status of Grade 11

students General Academic Strand in RSI, and to assess their awareness about it.

Output. This contains the result of the study where the researchers’ provided solutions that

will lessen the risk of peer pressure.

Feedback. Employed in the conceptual paradigm, denotes that the outcome of this study is

vital to the mental health status of students caused by peer pressure

 INPUT PROCESS OUTPUT

1) Respondents Profile: 1) Analysis of data

through:
a) Sex
b) Age a) Questionnaires
c) Grade and b) Observations 1) Effective solutions
Section that will lessen the
2) Conducting a Survey
2) Review Related to: risk of negative peer
Literature pressure.
a) Determine the
3) Survey Questionnaire influencing 2) Providing an
Factors of Peer infographic to those
4) Grade 11 Students
Pressure
General Academic students enable for
b) To ascertain the
Strand in Rosary School them to know what
effects of peer
Inc. are those factors of
pressure of the
mental health peer pressure and its
status of Grade impact to the mental
11 Students health status.
General
Academic Strand
in RSI
c) Asses the Grade
11 Students’
awareness of

FEEDBACK
Figure 1. Conceptual Paradigm
Theoretical Framework

The theoretical framework that the researchers used to explore the topic of peer

pressure and its negative impacts on the mental Status of Grade 11 students is the Social

Identity Theory (SIT) proposed by Henri Tajfel (1896), Social Cognitive Theory (Albert Bandura in

1986) and Cognitive Dissonance Theory (Leon Festinger in 1957).

The Social Identity Theory of Henri Tajfel proposes that individuals define themselves

and their place in society by identifying with various social groups. These social groups can

include family, friends, and classmates. According to SIT, individuals have a strong desire to

maintain a positive social identity and to belong to a particular group. This desire can lead

individuals to conform to group norms, values, and behaviors. Peer pressure occurs when

individuals feel pressure to conform to the expectations of their social group, particularly when

it comes to behaviors and attitudes.

Social Cognitive Theory (SCT) proposed by Albert Bandura is a psychological

perspective that focuses on how people learn and develop their behaviors and attitudes in their

social environment through interactions with others. Social learning theory and observational

learning theory are other names for it. Individuals learn new behaviors and attitudes through

observation, imitation, and modeling, according to social cognitive theory. People are thought

to be active agents in their own learning processes, constantly evaluating and modifying their

behavior in response to what they observe in others. Social cognitive theory also emphasizes

the role of cognitive processes in shaping behavior, such as attention, memory, and motivation.

An individual's motivation to learn a new behavior or attitude, for example, will influence their
attention and memory of relevant social information. Furthermore, according to social cognitive

theory, people learn through reinforcement, such as rewards or punishments. Individuals are

more likely to repeat a behavior if they are rewarded for it. Education, health behavior, and

organizational behavior are just a few of the fields where social cognitive theory has been used.

It has also had an impact on research in social psychology, which studies how people interact

with one another and with the world around them.

The Theory of Cognitive Dissonance was molded by Leon Festinger at the beginning of

the 1950s. It suggests that inconsistencies among cognitions (knowledge, opinion, or belief

about the environment, oneself, or one’s behavior) generate an uncomfortable motivating

feeling (the cognitive dissonance state). According to the theory, people feel uncomfortable

when they experience cognitive dissonance and thus are motivated to retrieve an acceptable

state. The magnitude of existing dissonance depends on the importance of the involved

cognitions.

By combining these theories, the researchers formulate another theory that will

highlight their understanding about this study which is the Group Acceptance Theory. It

suggests that individuals seek social acceptance from their peer groups and may engage in

behaviors that align with the group’s norms and values in order to be accepted. In the context

of peer pressure, group acceptance theory proposes that individuals may feel pressure to

conform to their peer group's expectations in order to be accepted and maintain their social

status within the group.

 The new theory, that combined with social identity theory, social cognitive theory, and

cognitive dissonance theory, provides a more nuanced understanding of the factors that

influence peer pressure and its negative impact on mental health status.

Social Cognitive Theory

(Albert Bandura in 1986)

Social Identity Theory Cognitive Dissonance

(Henri Tajfel, 1896) (Leon Festinger, 1957)

Group Acceptance
Theory

(Researchers Theory)

Figure 2. Theoretical Paradigm

Significance of the Study

The information gathered in this research will be useful to the following:

Students. This study will serve the students as their references, to avoid of being

involved in negative peer pressure. It can increase awareness regarding the potential

negative impacts of peer pressure on their mental health and well- being. It can also

empower them to make informed decisions, assert their boundaries, and seek support

when needed.

Teachers. This will be their method to discover successful ways to manage the various

behaviors of the students, it can provide valuable insights into understanding the factors

that contribute to peer pressure and how it affects the mental health of their students.

This knowledge can inform the development of strategies to address peer pressure in

the classroom, such as teaching students to recognize and resist negative peer influence

and promoting positive social behaviors that foster a sense of belonging and

acceptance.

Parents. This study will help them to be more aware on how they should treat their

child with strict boundaries. It can help them understand the impacts of peer pressure

on their child’s mental health and provide appropriate support and guidance. It can also
 help them to recognize warning signs of negative peer pressure and take appropriate

actions to prevent its negative impacts on their children.

Future Researchers. This will help the future researchers to utilize this investigation as

their reference, this will aid them to gather information when they choose to open up

the study about peer pressure.

Researchers. The researchers can use the study’s findings to develop intervention

programs and strategies that can help students deal with peer pressure. It can also

provide them with deeper understanding of the factors that influence peer pressure and

its impacts on mental health.

Scope and Delimitation

This study will focus on exploring the factors that contribute to peer pressure and its

negative impacts on the mental health status of Grade 11 General Academic Strand students at

Rosary School Incorporated. The researchers used at least 50% of the 45 students in General

Academic Strand as a respondent for the survey. Grade 11 students are typically around 16-17

years old, which is a time that they are still developing their sense of identity and

independence. This can make them more susceptible to peer pressure as they may be more

influenced by their peers’ opinions and actions.

The study will mainly asses influencing factors that affect students on their mental

health status. This study is delimited by several factors. Firstly, it will only focus on Grade 11

students, so the results may not be generalizable to the other age groups or educational levels.

Secondly, the study will be ended to an academic year 2023, which may not reflect the
experiences of students in other academic years. Lastly, the study will rely on self-reported

data, which may be subject to bias or inaccuracies.

Definition of Terms

To facilitate the understanding of this study, different terms are defined herein.

Delinquency. The behavior that is considered inappropriate or illegal, particularly with regards

to breaking laws or social norms

Crucial Stage. A period or phase of development or decision-making that is considered to be

particularly important or significant, with the potential to greatly influence the outcome or

trajectory of a process or situation

Exacerbate. To make a situation, problem, or condition, worse or more severe, when something

exacerbates a problem or condition, it causes it to become more intense, difficult, or painful than

it already was

Euphoric. A state of intense happiness, excitement, and pleasure, it refers to a feeling of elation

or extreme joy that can be brought on by a variety of experiences or situations

 CHAPTER II

Review of Related Literature and Studies

Peer pressure is a common phenomenon that has received a great deal of attention in

the psychological literature. This review will examine some of the key findings and theories

related to peer pressure.

Related Literature

There are two main types of peer pressure, namely positive and negative peer pressure.

Positive peer pressure refers to the influence that peers have on an individual to engage in

positive behaviors or make positive choices. Negative peer pressure on the other hand, refers

to the influence that peers have on an individual to engage in negative behaviors or make

negative choices (Prinstein & Dodge, 2008)1. This states that peer pressure has two possible

impacts on the individual, which are the positive and negative.

Peer pressure is not always negative. Peer pressure will negatively affect when their

decision and beliefs are set aside just for students to be accepted in a particular peer group,

teenagers look for assurance from their peers or peer groups, they tend to be influenced by

what they do or even set standards for themselves, resulting in unconsciously pressuring

themselves (Aldenese, 2010)2. It states that the reasons why peer pressure negatively affects

the students, it’s when the students ignoring their own desire and adapting the behavior of a

group, just to feel accepted.

 Their desire to gain peer approval, teenagers typically feel pressure to engage in the

same activities as their peers. Sometimes, they will succumb to that pressure against their

better judgement. Adolescents with low self-esteem are particularly vulnerable to peer

pressure, and might lose their perspective about right and wrong. On the other hand,

adolescents with nurturing parents are more likely to resist peer-group values that differ from

their family's values (Dr. Ken Shore, 2011) 3. It states that adolescents who have low self-

esteem are likely to be easily influenced by peer pressure.

Peer pressure exists because of human awareness of the importance of groups in social

life. A child is introduced to life outside the home through two processes, introduce groups and

learning to understand the culture of a group. Peers can also influence a person’s attitudes,

conversations, interests, appearance and behavior such that if you are not careful, it will have a

positive and a negative impact on someone (Bin-Bin Chen, 2013) 4. It states that peer pressure is

the feeling of encouragement to engage in certain behaviors in order to be accepted by a social

group, peers have the ability to influence an individual, which can have positive and negative

impacts on someone as well as they learn it based on their environment.

According to Dr. Andrew Adler (2010)5, peer pressure may cause some teenagers to

engaged in harmful or dangerous behaviors such as smoking, drinking alcohol, or using illegal

drug, peer pressure rarely solves problems such as shyness and self-esteem. These problems

are often the result of anxiety and low self -confidence and peer pressure may make these

difficulties worse. So, while doing things like smoking or drinking may seem normal because of

what they see on others such as family and friends. Adler stated that teenagers who have a
low-esteem and are shy usually give in to peer pressure, they give in to peer pressure because

they want to join with other teenagers with the hope of feeling to be part of a group or

becoming better liked.

The first thing that the parents can do is that they can help children to recognize that

attempts to influence them are everywhere. You can turn around without somebody

attempting to influence you, one of the first things they can do is they can help children

understand that the culture is full of influence attempts and peers are just another set of forces

that are vying for the attention and the vying to shape someone’s behavior. It will may look

susceptible when in fact you’re not particularly susceptible to other people. They know that

susceptibility is greater for children who don’t have a lot of friends. As they want to protect the

friendships that they have, and so they're more likely to do what their friends say because

they’re worried about losing their friends and have difficulty making others (Brett Laursen,

2018)6. Laursen states that, people are only able to affect someone since they are afraid of

losing their friendships, owning to the fact that, if they don’t do something that a group usually

does, they will feel like they’re not belong to that peer group.

Particularly, GMA news channel reported that a 16-years-old high school student in

Pasay City, Philippines jumped off a building on February 2022 after reportedly feeling

pressured by his peers to prove his bravery According to witnesses, the boy climbed to the roof

of a six-story building with his friends and was encouraged to jump off by them. Despite the

efforts of rescuers, he did not survive the fall. The tragedy has raised concerns about the

negative impacts of peer pressure on young people's decision-making and mental health.
Officials have called for greater awareness and education on the dangers of peer pressure,

especially among teenagers. This case show how negative peer groups can affect the decision

making of a young people as well as their mental health.

In the case of Adamson University, CNN Philippines news channel reported that a

student named as John Matthew Salilig, a 24-year-old Chemical Engineering learner has died by

severe blunt force trauma to the lower extremities caused by hazing as part of a fraternity

initiation ceremony. The students were subjected to physical and mental abuse, including being

hit with paddles, forced to drink alcohol, and deprived of food and sleep just to conform the

norms of the group and expectations of the fraternity and to prove its loyalty to the group. As

the student wants to be part of the fraternity, the student do the things that he doesn’t usually

do, and let the members of the group paddle him, until he died.

In March 2021, CBS news channel reported that a 12-years-old boy in Colorado, USA

died after participating in a social media trend known as the "blackout challenge". The

challenge involves choking oneself until losing consciousness, with the aim of experiencing a

euphoric high upon regaining consciousness. The boy's death has been attributed to peer

pressure, as he was reportedly encouraged to participate in the challenge by friends on social

media. The tragedy highlights the dangers of peer pressure and the need for parents and

caregivers to monitor their children's online activity. In his desire to amaze his friends on social

media he did the thing that will harm him.

Related Studies
 Although people assume that peer pressure is an influential component of adolescent

development, few empirical studies have investigated the nature and extent of its influence.

Using retrospective accounts from 297 college undergraduates, the present study assessed how

much pressure peers exerted in numerous areas of high school life and how this pressure

influenced teenagers' attitudes and behaviors. One-third of both genders identified peer

pressure as one of the hardest things they had to face as a teenager. Generally, however, peer

pressure appeared stronger for females than males, and the genders disagreed about the areas

in which pressure was strongest. Perceptions of peer pressure were significantly associated

with dating attitudes, sexual activity, and use of drugs and alcohol, but not with relationships

with parents. The findings suggested that adolescents may be their own worst enemy in any

attempt to break away from gender-stereotype attitudes and behavior (Bradford Brown, 1985.

Journal of Youth and Adolescence, 14,451-468) 7. It states that girls are more likely to prioritize

maintaining social harmony and fitting in with their peers, leading to a greater susceptibility to

peer pressure.

According to Nicole Marie Howard (2004)8, adolescents have always been exposed to

peer influence, but the kinds of peer influence that they encounter have change tremendously

in the past year. Peers can influence everything from what an adolescent chooses to wear to

whether or not an adolescent engages in drug related or other delinquent behavior. It states

that adolescents are the ones who choose their peers influence, such as choosing to drink

alcohol, use illegal drugs, and other negative behavior.

 Another implication of peer influence is its impact on risking-taking behavior. Since

adolescents’ sense of identity is highly linked to their chosen peer group, they may mimic peer

behaviors. These behaviors may be healthy, such as trying out for the school play with friends,

or they may put them at risk, as in the case of self-harming behaviors that can be copied within

a peer group (Daniel & Goldston, 2009) 9. It states that their behavior is learned depend on

group that they belong its either negative peer pressure nor positive peer pressure.

Peer pressure is carried out in two forms, namely direct and indirect. If done directly,

someone will get pressure from peers to do something. Meanwhile, indirect peer pressure does

not have signs of being pressured, but action. For example, being shunned by peers for no

apparent reason is due to having different behavior from other people (Prabhakar, 2012) 10. In

summary, peer pressure can occur in two forms: direct and indirect. Direct peer pressure is

when someone overtly pressures an individual to engage in a particular behavior, while indirect

peer pressure involves more subtle cues that encourage conformity to group norms. Both types

of peer pressure can have significant impacts on individuals, leading them to engage in

behaviors that they might not otherwise do.

Throughout adolescence, appearance-related social pressure plays a significant part in

development of a poor body image and self-esteem, as well as serious mental problems.

Determining who is the most vulnerable to social pressure can enhance focus prevention and

intention. Peer pressure had a greater impact on girls. From the early middle adolescence, the

main impacts in indirect peer pressure (Susanne Helfert & Petra Warschburger, 2013) 11. The
goal of this study is to provide a complete picture of gender, weight, and age-related changes in

peers and parents perceptions of appearance-related social pressure.

Peer pressure is also recognized to be related to a person adolescent year. Peer

pressure may also be present. Have a beneficial influence on young people influence comply to

safe and healthy actions their academic achievements. Its, on the other hand, might also be

connected with negativity, for example to bullying, school, use, and illicit drug use

consumption, as well as negative body image, which is proven to cause affecting a child or

adolescents well-being (Jellena May Cruz, Ayana Patrice Dela Torre, Oceana, Jhoselle Tus,

2022)12. This study shooud that there is a direct correlation between peer pressure and mental

well- being of a person.

Adolescents’ susceptibility to peer influence was examined as a marker of difficulties in

the general process of autonomy development that was likely to be related to deficits across

multiple domains of psychosocial functioning. A laboratory-based assessment of susceptibility

to peer influence in interactions with a close friend was developed and examined in relation to

corollary report obtained from adolescents, their mothers, and close peers at ages 13 and 14.

As hypothesized, observed susceptibility to peer influence with a close friend predicted future

responses to negative peer pressure, but it was also related to broader markers of problems

and functioning, including decreases in popularity, and increasing levels of depressive

symptoms, overtime susceptibility to peer influence was also linked to higher concurrent levels

of substance use, externalizing behavior, and sexual activity (Joseph P Allen, Mary Frances R

Porter, F Christy McFarland)13. This study aims the moral sense at adolescent to peer influence.
Such of parents and close friend influence behaviors. On the observation of the study negative

peer pressure are commonly found in friends. The relationship within the group with its peers

are co- related with each other, hence direction of this particular relationship should be

monitored were these relationships should go considering all possible factors correlated within

the group outcome. Peer pressure faced by many teenagers of the society, professionals

understood the concept of peer influence that could affect teenagers in a negative way which

can be prevented by educating and preparing teenagers to face the negative aspects caused by

peer pressure. similarity peer influence among teenagers does not directly affect them in a

negative way but it varies in how much and how the students receive the climate of the peers

coming from the group. Students’ interactions with its peer could help enhance their capability

and increase their academic performance in school because they could seek help from their

peers that could serve as a motivation than working along (Joseph P Allen, Mary Frances R

Porter, F Christy McFarland, 2006) 14. This study states the positive side of peer pressure, where

it stays that an adolescent’s interaction with others such as their peers, could help them to

grow and strengthen their potential and improve their academic performances in school.

This part of the study describes peer pressure as an influential component of adolescent

development, and explores its nature and extent of influence. Peer pressure is defined as the

influence that peers have on an individual to engage in positive or negative behaviors or make

positive or negative choices. The passage identifies two main types of peer pressure, positive

and negative, and highlights that adolescents are the ones who choose their peers' influence.

The passage also explains that peer pressure can occur in two forms, direct and indirect. Direct

peer pressure is when someone overtly pressures an individual to engage in a particular

behavior, while indirect peer pressure involves more subtle cues that encourage conformity to

group norms. The passage concludes that peer pressure exists because of human awareness of

the importance of groups in social life and identifies low self-esteem as a vulnerability factor for

peer pressure.

Notes

1
Brown, B. B., Clausen, D. R., &Eicher, S.A (1986) Development Psychology, 22(4), 521-530

2
Nicole Marie, H. H., Peer Influence in Relation to Academic Performance and Socialization

among adolescents.

3
Prinstein, M. S. & Dodge, K. A. CEDS. (2008). Understanding peer influence in children and

adolescents.

4
Daniel, S. S., & Goldston, D. B (2009) Interventions for suicidal youth: A Review of the literature

and developmental considerations. Suicide and life- Threatening Behavior, 39(3), 252-

268.

5
Vicente (Tico) Aldanese (2010, February. 1). Peer pressure Its Influence on teens and Decision

Making from philstar nelsite: http://www. Philstar. com Article. asps. Article Id = 5457

13 & publication Subcategory Id =111.

6
Ken, S. S., (2010). Psychologist https://www education world.com

7
Chen. B.- B., & Chang, L. (2012) Adaptive insecure attachment and lesource control strategies

during middle childhood. International journal of Behavioral Development, 36, 389- 397.
8
Adler, A. B. (2010). The Role of peer Pressure in Adolescent Risk Behavior. Adolescence,

45(178), 225-231. https://doi.org/10.1016/j.jadohealth.2013.07.031

9
Prabhakar, B. (2012). Peer Pressure: The Effects on Teenagers. Global Journal of Human Social

Science Sociology, Economics & Political Science, 12(13), 9-16.

https://globaljournals.org/GJHSS_Volume12/E-Journal_GJHSS_(C)_Vol_12_Issue_3.pdf

10
Helfert, S., & Warschburger, P. (2013). A prospective study on the impact of peer and parental

pressure on body dissatisfaction in adolescent girls and boys. Body image, 10(4), 517-

525. https://doi.org/10.1016/j.bodyim.2013.04.003

11
Laursen, B. (2018). Peer Influence and Adolescent Socialization. In Oxford Research

Encyclopedia of Psychology. https://doi.org/10.1093/acrefore/9780190236557.013.367

12
Cruz, J. M., Dela Torre, A. P., Oceana, & Tus, J. (2022). The correlation between peer pressure

and mental well-being among children and adolescents. Journal of Adolescent Health,

70(2), e37-e38. https://doi.org/10.1016/j.jadohealth.2021.09.

13
Allen, J. P., Porter, M. F. R., & McFarland, F. C. (2006). The two faces of adolescents' success

with peers: Adolescent popularity, social adaptation, and deviant behavior. Child

development, 77(5), 1368-1381. https://doi.org/10.1111/j.1467-8624.2006.00952.

 CHAPTER III

Research Methodology

Within this chapter, the researchers will discover the approaches that implemented

during their analysis. The following passages detail various components of their investigation,

including the structure for inquiry, techniques utilized to gather data and methods employed in

order to develop appropriate research.

Research Design

The study used descriptive type of research and Qualitative method to collect the data

that is needed in identifying the factors and impacts of peer pressure in the Mental Health

Status of Grade 11 students General Academic Strand in Rosary School, Incorporated.

Date Gathering Technique

The researchers used random sampling technique to select a representative sample

from the population. By using this technique, researchers can make inferences about the

population with a high degree of confidence. Peer pressure is a sensitive topic as it has affected

many students. In this form, they can be more comfortable through writing their experiences as

they can properly think on how they’ll elaborate the given matter.
Data Gathering Instruments

The Data gathering instruments that the researchers used for this study is survey

questionnaire by the used of Google forms. The researchers produced sets of questions

identifying the factors and effects of peer pressure in the mental health status of Grade 11

students General Academic in Rosary School, Incorporated.

Research Approach

For this study, the researchers used the Descriptive type of Research and Qualitative

Method to determine and to allows the researchers to gain a deep understanding of the

phenomenon and its impact on individuals and group.

Statistical Treatment of Data

The dataset collected responses from participants using a Likert scale, percentage

technique, and statistical analysis was performed to gain insights and draw meaningful

conclusions from the data.

Likert Scale. The Likert scale is a commonly used rating scale that is used in social science

research to measure attitudes, beliefs, opinions, and perceptions. It is a type of ordinal scale

that ranges from a minimum value to a maximum value, with each point on the scale

representing a level of agreement or disagreement with a particular statement or item.

Typically, a Likert scale will consist of a series of statements or items that the participants are

asked to rate on a scale of 1 to 5, where 1 represents "strongly disagree" and 5 represents

"strongly agree. While the weighted mean is a statistical measure that is used to calculate the

average of a set of data points, where each data point has a different weight or importance

assigned to it.

Numerical Rating Scale Interpretation

4.50-5.00 Strongly Agree

3.50-4.49 Agree

2.50-3.49 Neither

1.50-2.49 Disagree

1.0-1.49 Strongly Disagree

Percentage Technique. The percentage technique is a method of analyzing data that involves

calculating the proportion or percentage of respondents who selected each response option in

a survey or study. This technique can provide a quick way to summarize the data and identify

trends or patterns in the responses.

F
p= x 100 %
N

P : number of percentages

F : frequency of Reponses

N : number of samples