Based from the study of Molloy, Gest & Rulison (2010) entitled “Peer Influences on Academic

Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships”, the
general roles of three particular sorts of peer relationships (reciprocated friendships, frequent
interactions, and shared group membership) in inside year changes in academic self-concept and
engagement before and after the transition to middle school (fifth and seventh grade) was examined. In
a progression of linear regression investigations, principle impacts of each peer type’s academic self-
concept and engagement on changes in young people's academic qualities were utilized to test
socialization processes. Interaction of young people's academic abilities with those of each peer type
were utilized to test social correlation forms impacting changes in academic self-concept. Results
recommend unique roles of each peer relationship differentially influencing changes in youths’ academic
adjustment as well as stronger influence effects during seventh than fifth grade.

Molloy, L., Gest, S., & Rulison, K. (2010). Peer Influences on Academic Motivation: Exploring Multiple
Methods of Assessing Youths’ Most “Influential” Peer Relationships. Journal of Early Adolescence. XX.(X),
1–28. 10.1177/0272431610384487 http://jea.sagepub.com

According to Wentzel (2010) associations with peers are of central significance to children all through
youth and adolescence. They give a source of companionship and entertainment, help in taking care of
issues, individual approval and enthusiastic help, and an establishment for identity development, In
turn, children who appreciate positive associations with peers seem to encounter levels of emotional
well-being, convictions about oneself, and qualities for prosocial types of conduct and social connection
that are stronger and more adaptive than do children without positive peer relationships. An additional
finding is that children who appreciate positive associations with their peers also tend to be engaged in
and even excel at academic tasks more than those who have peer relationship problems. Children's
social capability with peers has been connected reliably and positively to academic achievements all
through the school-age years.

Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance at school. In A. J.

Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and
application (p. 586–603). The Guilford Press.

Numerous studies have proposed that peers impact school adjustment, perspectives, and behaviors.
This study examined the relationship by applying longitudinal analyses just as testing indirect effects of
peer influence via students’ motivational factors such as locus of control and academic expectation.
Results from this examination showed that peers have significant effects on the behavior and
improvement of adolescents. These discoveries are justifiable in that the child’s acceptance inside the
peer group is one of the key proportions of positive/negative school experiences. Perceived support
from peers can give students a sense of motivation and help students see the importance of pursuing
academic success.

You, S. (2011). Peer Influence and Adolescents’ School Engagement. Elsevier Ltd.

Moreover, several investigations on adolescents demonstrated that, comparative with children and
adults, they are sensitive and at a high reaction to a variety of social improvements (Burnett et al.,
2011). However, this proof for hypersensitivity to social stimuli proposes that this age group may be
more likely be exposed to either positive or negative peer stimuli in decision-making scenarios, thus
setting the stage for a hyperbolic approach sensitization effect of peer context on decision making. It is
well established that understudies are almost certain than adults to take risks, as revealed by elevated
rates of experimentation with alcohol, tobacco, and drugs, unprotected sexual activity, violent and non
– violent crime, and reckless driving (Steinberg, 2008). In fact, they actually have the information, values,
and processing competence to evaluate risky decisions as proficiently as adults do.

Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental Review,

28: 78–106.

Burnett, S., Sebastian, C., Cohen Kadosh, K., and Blakemore, S. J. (2011). The social brain in adolescence:
Evidence from functional magnetic resonance imaging and behavioural studies. Neuroscience and Bio-
behavioral Reviews, 35, 1654–1664

Adeyemi, F. B., Bello, A. A., Uwaoma, C. O., Anwanane, B. B., and Nwangburuka, K. (2019). Peer Group
Influence on Academic Performance Of Undergraduate Students In Babcock University, Ogun State.
African Educational Research Journal. Vol. 7(2), pp. 81-87. DOI: 10.30918/AERJ.72.19.010

Thomas and Landau (2002) states that an adolescent's hope of accomplishment was the essential
indicator of academic effort and grades. A feeling of having a place and backing of a peer group was
likewise fundamentally related with these results. Peer impact on sports, dating, and sexual conduct,
just as liquor, sedate, and tobacco use have been demonstrated to be essential to friendship decision in
youthfulness. For some adolescents, other interests may compete with or assume academic motivation
and engagement as criteria for selecting a peer group. This could place an adolescent's inspiration and
commitment in school in a precarious position (Ryan, 2000). Through determination, a few teenagers
may put themselves in peer group circumstances that support or foster their achievement-related
beliefs and behaviours. Others may place themselves in contexts that weaken achievement-related
beliefs and behaviours.

Thomas, K.M. & Landau, H. (2002). Organizational development students as engaged learners and
reflective practitioners: The roles of service learning in teaching OD. Submitted to Organization
Development Journal

Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation,
engagement, and achievement in school. Educational Psychologist, 35, 101-112.

In contrast with other studies, Kirk (2000) has discovered negative peer pressure had less impact on
students' academic performance. To the desire that the achievement gap should widen, not collapse, as
a result of the peer effect between the fourth and eighth grades. There are two potential explanations
for the reducing peer impacts. First, older students may mask their academic achievement from their
friends. That is, peers don't really know precisely what grades their peers accomplish or how much time
they spend on schoolwork in a week. Thus, individual students may be able to give their peers a false
impression of their academic performance, especially as they reach adolescence. Although peer
pressure could generally increase, students may be able to avoid academic pressure more easily.
Second, adolescent peer pressure may concentrate on extracurricular conduct rather than on classroom
conduct. In other words, as children test their independence, they may focus negative peer pressure on
antisocial behaviour outside of school rather than on academic achievement. For example, social
experimentation with cigarettes, alcohol, and other illicit substances generally begins in junior high. The
attention paid to this kind of peer pressure may supersede pressure regarding grades in class.

Kirk, A.M. (2000). “Riding the Bull: Reform in Washington, Kentucky, and Massachusetts,” Journal of
Health Politics, Policy and Law 25(1), 133-173