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Chapter 1

INTRODUCTION

Rationale

Peer pressure is a common phenomenon experienced by adolescents

and young adults. It can have a significant impact on their behavior, choices, and

attitudes towards certain things. In the case of third-year Bachelor of Elementary

Education (BEED) students, peer pressure can affect their academic

performance and social relationships. This study aims to explore the extent of

peer pressure experienced by third-year BEED students and its effects on their

academic and social lives.

Accordingly, several international studies have been conducted on peer

pressure among adolescents and young adults. Peer pressure can have a

negative impact on academic achievement, mental health, and substance abuse.

Also revealed that peer pressure can influence risky behaviors such as drug use,

alcohol consumption, and sexual activity (Brown, 2019).

In the Philippines, peer pressure has been a topic of interest for

researchers in recent years. There is a study showed that peer pressure can

affect the academic performance of high school students, it was found that peer

pressure can influence the social and emotional well-being of college students

(Liao, 2019)

With this study and with the implications of the study can guide

instructors plan and deliver suitable instructional interventions for the

establishment of the positive peer pressure of the students. And with this study, it
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will help the students to examine and evaluate their peer pressure and on how

they might be able to improve it.

While there is some existing research on peer pressure among 3rd year

BEED students, there is a research gap in terms of the utilization of descriptive

survey research methods to specifically examine the common types of peer

pressure experienced by these students. Descriptive surveys can provide

valuable insights into the prevalence and characteristics of peer pressure

situations that occur within the BEED program. By conducting a descriptive

survey, researchers can gather comprehensive data on the specific behaviors,

attitudes, and influences that contribute to peer pressure among 3rd year BEED

students, allowing for a more nuanced understanding of the phenomenon.

Another research gap in this area is the lack of focus on the specific

factors that contribute to the development of an effective intervention program.

While some studies have explored the negative effects of peer pressure and the

need for intervention, there is limited research on the specific components or

strategies that should be included in an intervention program targeting 3rd year

BEED students. Conducting a descriptive survey research can help identify the

potential elements of an effective intervention program, such as peer support

systems, mentorship programs, or workshops on assertiveness and decision-

making skills.

Research objectives

This study aims to determine the Peer pressure of 3rd year BEED

students as basis in developing an intervention program enrolled at Ramon

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Magsaysay Memorial Colleges during the academic year of 2022-2023.

Moreover, this study has the following objectives:

1. To determine the common Peer pressure of 3rd year BEED students.

2. To develop an intervention program for the establishment of the Peer

pressure of 3rd year BEED students.

Review related literature

Peer pressure is a common phenomenon that affects adolescents and

young adults. It can be defined as the influence that individuals of similar age or

status place on each other to conform to certain attitudes, behaviors, or values.

Peer pressure can have a significant impact on an individual's self-esteem.

Negative peer pressure can lead to lower self-esteem, while positive peer

pressure can lead to higher self-esteem. In the context of 3rd-year BEED

students, negative peer pressure can lead to feelings of inadequacy, low self-

worth, and social exclusion, while positive peer pressure can lead to feelings of

competence, mastery, and belongingness (Mandal, 2019).

Whereas, peer pressure can also affect academic performance, both

positively and negatively. Peer pressure can influence students' motivation, study

habits, and academic goals. Negative peer pressure, such as pressure to skip

classes, cheat on exams, or engage in risky behavior, can lead to lower grades,

absenteeism, and disciplinary action. Positive peer pressure, such as peer

tutoring, study groups, or academic competitions, can lead to higher grades,

better attendance, and more motivation to learn. An intervention program that

focuses on enhancing academic performance can be an effective way to help

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students cope with negative peer pressure and achieve their academic goals

(Anderman, 2019).

Following this, peer pressure is a significant risk factor for substance

abuse among adolescents and young adults. Peer pressure can influence the

initiation, continuation, and escalation of substance use. Negative peer pressure,

such as peer pressure to smoke, drink, or use drugs, can lead to addiction, health

problems, and social isolation. Positive peer pressure, such as peer pressure to

abstain from substance use, can lead to healthier choices, social support, and

positive self-image. An intervention program that focuses on preventing

substance abuse can be an effective way to help students cope with negative

peer pressure and promote their well-being (Chen, 2020).

Moreover, social media has become a significant platform for peer

pressure among adolescents and young adults. Social media can influence

individuals' self-esteem, body image, and social comparison. Negative peer

pressure, such as peer pressure to conform to unrealistic beauty standards or

engage in cyberbullying, can lead to mental health problems, such as anxiety,

depression, and eating disorders. Positive peer pressure, such as peer support

groups, online mentoring, or positive affirmation campaigns, can lead to positive

self-image, social support, and resilience. An intervention program that focuses

on promoting positive social media use can be an effective way to help students

cope with negative peer pressure and enhance their well-being (Kircaburun,

2019).

Since, gender plays a significant role in peer pressure, as males and

females may experience pressure differently, depending on the gender norms

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and expectations of their culture. Gender can influence the nature and the

outcome of peer pressure. Females may experience more pressure to conform to

social norms, such as beauty standards, relational aggression, and sexual

behavior, while males may experience more pressure to engage in risky or

aggressive behavior, such as substance use, delinquency, or violence. An

intervention program that takes into account gender differences can be an

effective way to help students cope with peer pressure and promote gender

equality (Yoon and Kim, 2019).

For instance, peer pressure can have a significant impact on mental

health outcomes, such as anxiety, depression, and stress. Negative peer

pressure can lead to negative emotions, such as shame, guilt, and fear, while

positive peer pressure can lead to positive emotions, such as pride, joy, and

gratitude. An intervention program that focuses on promoting positive emotions

and reducing negative emotions can be an effective way to help students cope

with negative peer pressure and enhance their mental health (Zhang, 2020).

Meanwhile, family relationships can also play a significant role in peer

pressure, as family members can provide social support, role modeling, and

guidance for coping with peer pressure. Family relationships can influence how

adolescents respond to peer pressure, either by seeking support from family

members or by distancing themselves from family members. An intervention

program that involves family members can be an effective way to help students

cope with peer pressure and promote family cohesion.

Thus, personal values can also play a significant role in peer pressure,

as they can influence how individuals respond to peer influence. Personal values,
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such as autonomy, competence, and relatedness, can influence how adolescents

navigate peer pressure, either by conforming to peer norms or by expressing

their own values. An intervention program that focuses on promoting personal

values can be an effective way to help students cope with peer pressure and

enhance their well-being (Vansteenkiste, 2019)

Consequently, cultural differences can also influence how individuals

experience and respond to peer pressure. Cultural values, such as collectivism,

individualism, and hierarchy, can influence how adolescents perceive and

respond to peer pressure, either by conforming to cultural norms or by asserting

their own cultural identity. An intervention program that takes into account cultural

differences can be an effective way to help students cope with peer pressure and

promote cultural awareness (Chen, 2020)

Accordingly, social support can be a significant protective factor against

negative peer pressure, as it can provide emotional, informational, and

instrumental support for coping with peer influence. Social support can influence

how adolescents respond to peer pressure, either by seeking support from peers

or by seeking support from other sources, such as family, teachers, or

counselors. An intervention program that focuses on promoting social support

can be an effective way to help students cope with peer pressure enhance and

their well-being (Thomaes, 2019)

Further, peer pressure plays a significant role in identity formation, as it

can influence how individuals perceive and express their own identity. Peer

pressure can influence how adolescents develop their identity, either by

conforming to peer norms or by expressing their own identity. An intervention

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program that focuses on promoting identity formation can be an effective way to

help students cope with peer pressure and enhance their well-being (Waterman,

2019).

Besides, peer pressure is a significant risk factor for engaging in risky

behavior, such as substance use, delinquency, and unsafe sex. Peer pressure

can influence how adolescents decide to engage in risky behavior, either by

conforming to peer norms or by asserting their own values. An intervention

program that focuses on promoting healthy behavior can be an effective way to

help students cope with peer pressure and reduce risky behavior (Lammers,

2020)

Coping strategies can be a significant protective factor against negative

peer pressure, as they can provide individuals with the skills and resources to

resist peer influence. Coping strategies can influence how adolescents respond

to peer pressure, either by using adaptive coping strategies, such as problem-

solving, emotion regulation, and social support, or by using maladaptive coping

strategies, such as avoidance, denial, and aggression. An intervention program

that focuses on promoting adaptive coping strategies can be an effective way to

help students cope with peer pressure and enhance their well-being (Seiffge-

Krenke, 2019)

Social norms can also play a significant role in peer pressure, as they can

influence how individuals perceive and respond to peer influence. Social norms

can influence how adolescents perceive peer pressure, either by conforming to

perceived norms or by challenging perceived norms. An intervention program that

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focuses on promoting positive social norms can be an effective way to help

students cope with peer pressure and enhance their well-being (Miller, 2019).

Group dynamics can also play a significant role in peer pressure, as they

can influence how individuals perceive and respond to peer influence. Group

dynamics can influence how adolescents perceive peer pressure, either by

conforming to group norms or by challenging group norms. An intervention

program that focuses on promoting positive group dynamics can be an effective

way to help students cope with peer pressure and enhance their well-being

(Jetten, 2019)

Parental monitoring can be a significant protective factor against negative

peer pressure, as it can provide adolescents with guidance, supervision, and

support for coping with peer influence. Parental monitoring can influence how

adolescents respond to peer pressure, either by seeking parental support or by

distancing themselves from parental influence. An intervention program that

involves parental monitoring can be an effective way to help students cope with

peer pressure and enhance their well-being (Kerr, 2019)

Social comparison can be a significant risk factor for negative peer

pressure, as it can lead to feelings of inadequacy, envy, and social exclusion.

Social comparison can influence how adolescents perceive peer pressure, either

by conforming to perceived norms or by challenging perceived norms. An

intervention program that focuses on promoting positive social comparison can

be an effective way to help students cope with peer pressure and enhance their

well-being (Lockwood, 2019).

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Friendship quality can also play a significant role in peer pressure, as it

can influence how individuals perceive and respond to peer influence. Friendship

quality can influence how adolescents respond to peer pressure, either by

seeking support from close friends or by distancing themselves from negative

friends. An intervention program that focuses on promoting positive friendship

quality can be an effective way to help students cope with peer pressure and

enhance their well-being (Bukowski, 2019)

In the context of 3rd year BEED students, peer pressure can manifest in

different ways. For example, students may feel pressured to conform to their

peers' study habits, choice of extracurricular activities, or even fashion sense.

Peer pressure was a significant predictor of academic performance among

college students, with those who reported higher levels of peer pressure also

having lower grades (Quiatchon and Yap, 2019)

The impact of peer pressure on students' academic performance is a

growing concern among educators and parents. Peer pressure was a significant

predictor of academic achievement among high school students in Pakistan. The

study also highlighted the need for interventions that can help students resist

negative peer pressure and promote positive peer influence (Sadiq and Zaidi,

2019).

One intervention that has been proposed is the use of peer mentoring

programs. Peer mentoring can help students develop positive relationships with

their peers, gain social support, and improve their academic performance. The

study found that students who participated in a peer mentoring program had
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higher levels of academic self-efficacy, which is a key factor in academic success

(Chiang, et al., 2019).

Another intervention that has been suggested is the use of mindfulness-

based approaches. Mindfulness-based interventions can help students develop

self-awareness, regulate their emotions, and reduce stress. The study found that

students who participated in a mindfulness-based program had lower levels of

stress and anxiety, and higher levels of well-being (Kaur and Singh, 2019).

The role of teachers in addressing peer pressure among students is also

crucial. Teachers can act as positive role models and provide guidance to

students on how to resist negative peer pressure. The study found that students

who had positive relationships with their teachers were less likely to engage in

risky behaviors and had higher levels of academic achievement (Matsumoto and

Uyehara-Lock, 2019).

In addition to peer pressure from classmates, students may also face

pressure from their families. Parental pressure was a significant predictor of

academic performance among Indonesian high school students. The study

highlights the need for interventions that can address both peer and parental

pressure (Sulistyo and Rakhmawati, 2019).

One intervention that has been suggested is the use of family therapy.

Family therapy can help improve communication and reduce conflict between

parents and their children. The study found that students who participated in

family therapy had higher levels of academic motivation and better relationships

with their parents (Garcia and Weisz, 2019).

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Another intervention that has been proposed is the use of cognitive-

behavioral therapy (CBT). CBT can help students develop coping skills and

reduce the impact of negative peer pressure. The study found that students who

participated in a CBT program had lower levels of anxiety and better academic

performance (Khawaldeh and Al-Khawaldeh, 2019).

The use of technology in addressing peer pressure among students is also

a growing area of research. Online interventions can help students develop social

and emotional skills, and reduce the impact of negative peer pressure. The study

found that students who participated in an online intervention had higher levels of

emotional intelligence and better relationships with their peers (Wang and Chen,

2019).

Another area of research is the impact of gender on peer pressure.

Gender differences exist in the way students respond to peer pressure. The study

found that female students were more likely to conform to negative peer

pressure, while male students were more likely to resist it (Abozead and Ahmed,

2019).

The impact of culture on peer pressure is also an important factor to

consider. Cultural factors can influence the way students respond to peer

pressure. The study found that students from collectivist cultures were more likely

to conform to their peers, while students from individualistic cultures were more

likely to resist (Alharbi, 2019).

In addition to academic performance, peer pressure can also impact

students' mental health. Peer pressure was a significant predictor of depression

and anxiety among Korean high school students. The study highlights the need
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for interventions that can promote positive peer influence and reduce the impact

of negative peer pressure on mental health (Kim and Lee, 2019).

Whereas, one intervention that has been suggested is the use of group

counseling. Group counseling can help students develop social skills, improve

their self-esteem, and reduce the impact of negative peer pressure. The study

found that students who participated in group counseling had lower levels of

anxiety and depression (Chen and Li, 2019).

Following this, another intervention that has been proposed is the use of

peer-led programs. Peer-led programs can help students develop leadership

skills, gain social support, and promote positive peer influence. The study found

that students who participated in a peer-led program had higher levels of self-

esteem and better relationships with their peers (Guo, 2019).

Moreover, the impact of peer pressure on substance abuse is also a

growing area of research. Peer pressure was a significant predictor of substance

abuse among Chinese high school students. The study highlights the need for

interventions that can reduce the impact of negative peer pressure on substance

abuse (Liang, 2019).

One intervention that has been suggested is the use of school-based

prevention programs. School-based prevention programs can help students

develop resistance skills, gain social support, and reduce the impact of negative

peer pressure on substance abuse. The study found that students who

participated in a school-based prevention program had lower levels of substance

abuse (Chen and Liu, 2019).

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Since, the impact of peer pressure on bullying is another important area of

research. Peer pressure was a significant predictor of bullying among Korean

middle school students. The study highlights the need for interventions that can

promote positive peer influence and reduce the impact of negative peer pressure

on bullying (Lee and kim, 2019).

One intervention that has been suggested is the use of peer mediation.

Peer mediation can help students develop conflict resolution skills, gain social

support, and reduce the impact of negative peer pressure on bullying. The study

found that students who participated in peer mediation had better relationships

with their peers and were less likely to engage in bullying behaviors (Wang and

Yan, 2019).

For instance, the impact of peer pressure on social media use is another

growing area of research. Peer pressure was a significant predictor of excessive

social media use among Chinese college students. The study highlights the need

for interventions that can promote positive peer influence and reduce the impact

of negative peer pressure on social media use (Yang and Wu, 2019).

One intervention that has been suggested is the use of digital detox

programs. Digital detox programs can help students develop self-regulation skills,

reduce their dependence on social media, and improve their mental health. The

study found that students who participated in a digital detox program had lower

levels of anxiety and better sleep quality (Li and Li, 2019).

Another intervention that has been proposed is the use of parent-child

communication programs. Parent-child communication programs can help

improve communication and reduce conflict between parents and their children.
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The study found that students who participated in a parent-child communication

program had higher levels of academic motivation and better relationships with

their parents (Wang and Zhang, 2019).

The role of parents in addressing peer pressure among students is also

important to consider. Parental involvement can help students resist negative

peer pressure and promote positive peer influence. The study found that students

who had a strong relationship with their parents were less likely to engage in risky

behaviors and had higher levels of academic achievement (Wang and Zhang,

2019).

The impact of peer pressure on career decision-making is another

important area of research. Peer pressure was a significant predictor of career

indecision among Chinese college students. The study highlights the need for

interventions that can promote positive peer influence and reduce the impact of

negative peer pressure on career decision-making (Zhang and Zhang, 2019).

One intervention that has been suggested is the use of career counseling.

Career counseling can help students develop self-awareness, explore career

options, and make informed decisions. The study found that students who

participated in career counseling had higher levels of career decision-making

self-efficacy and were more satisfied with their career choices (Zhang and Liu,

2019).

Thus, the impact of peer pressure on body image is also a growing area of

research. A study found that peer pressure was a significant predictor of body

dissatisfaction among Chinese college students. The study highlights the need
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for interventions that can promote positive body image and reduce the impact of

negative peer pressure on body dissatisfaction (Huang and Li, 2019).

One intervention that has been suggested is the use of body positivity

programs. Body positivity programs can help students develop positive attitudes

towards their bodies, reduce their focus on appearance, and improve their mental

health. The study found that students who participated in a body positivity

program had lower levels of body dissatisfaction and higher levels of self-esteem

(Huang and Li, 2019).

Consequently, the impact of peer pressure on sexual behavior is another

important area of research. Peer pressure was a significant predictor of sexual

risk-taking among Chinese college students. The study highlights the need for

interventions that can promote positive peer influence and reduce the impact of

negative peer pressure on sexual behavior (Tang and Ahmed, 2019).

One intervention that has been suggested is the use of sex education

programs. Sex education programs can help students develop accurate

knowledge about sexual health, improve their communication skills, and reduce

the impact of negative peer pressure on sexual behavior. The study found that

students who participated in a sex education program had lower levels of sexual

risk-taking (Li and Li, 2019).

Synthesis

Peer pressure is a complex phenomenon that can impact various aspects

of students' lives, including academic performance, mental health, substance

abuse, bullying, social media use, career decision-making, body image, and

sexual behavior. Interventions that can promote positive peer influence and
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reduce the impact of negative peer pressure are needed to help students develop

healthy relationships with their peers and achieve their full potential. These

interventions can include peer mentoring programs, mindfulness-based

approaches, family therapy, cognitive-behavioral therapy, school-based

prevention programs, peer-led programs, peer mediation, digital detox programs,

parent-child communication programs, career counseling, body positivity

programs, and sex education programs.

Theoretical Framework

One theory that can be applied to understanding peer pressure among 3rd

year BEED students is Social Identity Theory by Henri Tajfel. According to this

theory, individuals derive their sense of identity and self-esteem from their group

memberships (Tajfel & Turner, 1979). In the context of peer pressure, this theory

suggests that students may feel pressure to conform to the attitudes and

behaviors of their peer group in order to maintain positive social identity.

Another theory that can be applied is Social Learning Theory by Albert

Bandura. This theory proposes that individuals learn through observation,

imitation, and reinforcement (Bandura, 1977). In the context of peer pressure, this

theory suggests that students may adopt the attitudes and behaviors of their

peers through observation and reinforcement, even if those attitudes and

behaviors are not congruent with their personal values or beliefs. An intervention

program based on this theory may focus on modeling positive behaviors and

providing reinforcement for non-conformity to negative peer pressures.

Also, Cognitive Dissonance Theory by (Leon Festinger, 1957) suggests

that individuals experience psychological discomfort when they hold conflicting

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beliefs or attitudes. To alleviate this discomfort, they are motivated to either

change their beliefs or seek validation from others who share similar beliefs. In

the context of peer pressure, when young individuals face conflicting desires

between conforming to peer expectations and adhering to their personal values,

they might experience cognitive dissonance. To reduce this discomfort, they may

yield to peer pressure and conform to the group's norms, even if it contradicts

their own beliefs. Festinger's Cognitive Dissonance Theory helps explain the

psychological processes behind why individuals may succumb to peer pressure

to resolve internal conflicts.

By applying these theories to the study on peer pressure among 3rd year

BEED students, the researcher hopes to develop effective intervention programs

that can help students resist negative peer pressures and promote positive

behaviors. The goal is to address the negative impact of peer pressure on

students' academic performance and behavior, and to create evidence-based

interventions that can truly make a difference in students' lives.

Conceptual Framework

The conceptual framework consists of three components: input, process,

and output. The input is represented by the 1st table, which focuses on the

"Common Peer Pressure of 3rd year BEED students." This input refers to the

shared influence and pressure experienced by students in the 3rd year of the

BEED program from their peers.

Moving on to the process, represented by the 2nd table, it involves the

"Analysis of data through Questionnaires and Statistical tools." This process

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entails collecting data using questionnaires and analyzing it using statistical tools.

This step is essential in understanding the extent and impact of common peer

pressure on 3rd year BEED students.

Lastly, the output is represented by the 3rd table, which showcases the

"Proposed Intervention Program." Based on the analysis of the collected data,

this output involves the development and suggestion of an intervention program.

The program aims to address and mitigate the negative effects of common peer

pressure on 3rd year BEED students, potentially through targeted support,

education, or other strategies.

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Input Process Output

Figure 1. Conceptual Framework

Analysis of data
through;
Common Peer Proposed
pressure of 3rd Questionnaires Intervention
year BEED Statistical tool Program

Significance of the study

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This study can serve as the basis for developing an intervention program

aimed at improving students' study habits and equipping them with effective

learning strategies.

Commission on Higher Education may serve as basis to develop policies

and recommend intervention programs that support teachers and organizations in

achieving their goals for the benefit of learners. It is a challenge to build students’

knowledge and understanding in the field of educational administration and

planning, school leadership and management, educational policy development

and some other allied disciplines including curriculum development, instruction,

measurement and assessment to achieve the aim of the department.

This study will enable the school administrators to gain information about

peer pressure among 3rd year Beed, students at Ramon Magsaysay Memorial

colleges. In this manner they will be able to make meaningful actions on the

teaching strategies and activities of the teachers so that it can enhance and

improve the performance level of the students. This study will assist academic

administrators in assessing and evaluating the performance of the students It will

help them prioritize faculty development, provide more seminars and workshops

on the teaching strategies and the importance of peer pressure to the students.

For students, they will be aware on the Peer pressure. It is beneficial in the

field of studies since the students during their academic career face many

problems, the result of this findings will encourage them to be aware on their peer

pressure.

Teachers will be beneficial to them as a professional and an expert

because they are teaching every student and they are responsible on it. The
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presented ideas and knowledge can get through this study will help them to

encourage and guide their students to build a positive peer to develop more the

behavior of their students.

Parents will benefit in a way of guiding their children in terms of building

peer pressure because it is particularly coming from their family. They are

responsible on it because they are the better person who knows, aware and

understand the feelings of their children.

Moreover, this study can be a source of information for the future

researchers especially this study is widely discussing yet, society is not really

aware and conscious about this issue. Researchers can be a way to let people

know the importance of having knowledge about peer pressure.

Definition of Terms

The following terms are defined for the purpose of this study these terms

include among others the major variables of the study. it will help the readers

have a common understanding of the study.

Common peer pressure can be operationally defined as the influence or

pressure exerted by one's peers to conform to certain behaviors, attitudes, or

actions. This is determined through a survey questionnaire.