Peer Pressure on the Habit-Forming Behavior

of Senior High School Students of Victoria J. Tuacar

National High School SY 2022-2023

Chapter 1

INTRODUCTION
Background of the Study

The peer pressure begins at an early age and increases through the teenage years, it is natural, healthy and
important for adolescent to have and rely on friends as they grow and mature. A peer could be any one
you look up to in behaviour or someone who you would think is equal to your age or ability (Hardcastle,
2002). On the other hand, the term “pressure” implies the process that influence people to do something
that they might not otherwise choose to do.

According to Hartney, (2011) peer pressure refers to the influences that peers can have on each other.
Peer pressure is emotional or mental forces from people belonging to the same social group (such as age,
grade or status) to act or behave in a manner similar to themselves (Weinfied 2010).

Peer pressure is commonly associated with episodes of adolescent risk taking (such as delinquency, drug
abuse, sexual behaviours), because these behaviour commonly occur in the company of peers. It can also
have positive effects when youth are pressured by the peer toward positive behaviour. Such as following
the rules, showing up at school on time, respecting others, exercising and excelling in academics (Kellie,
2013). However, peers can also have a negative influence. They can encourage each other to skip classes,
steal, cheat, use of drugs or alcohol, or become involve in other risky behaviours. Majority of adolescents
with substance abuse problems began using drug or alcohol as a result of peer pressure. Negative peer
pressure may influence in various ways like joining group who drink alcohol and smoke cigarette. It may
also lead to the decision to have a boy friend/girl friend (Arief, 2011).

Habit forming is the process by which behaviors become automatic. Habits can form without a person
intending to acquire them, but they can also be deliberately cultivated—or eliminated—to better suit one’s
personal goals. People develop countless habits as they navigate the world, whether they are aware of
them or not. The knee-jerk nature of these behaviors can help people get their needs met more efficiently
in everyday life. Yet the fact that habits become deeply ingrained in our brains means that even if a
particular habit creates more problems than it solves, it can be difficult to break. Understanding how
habits take shape to begin with may be helpful in dismantling and replacing them.

Within psychology, the term habit refers to a process whereby contexts prompt action automatically,
through activation of mental context–action associations learned through prior performances. Habitual
behavior is regulated by an impulsive process, and so can be elicited with minimal cognitive effort,
awareness, control, or intention. When an initially goal-directed behavior becomes habitual, action
initiation transfers from conscious motivational processes to context-cued impulse-driven mechanisms.
Regulation of action becomes detached from motivational or volitional control. Upon encountering the
associated context, the urge to enact the habitual behavior is spontaneously triggered and alternative
behavioral responses become less cognitively accessible.

The purpose of this study is to determine whether the peer pressure had any significant relationship with
the habit forming behavior of senior high school students of Victoria J. Tuacar National High.

Statement of the Problem

This study aims to determine if peer pressure posses significant relationship with habit forming behavior
of senior high school students of VJTNHS.

Specially, this study shall seek answer to the following questions:

1. What is the demographic profile of senior high school students of VJTNHS in terms of:

a. Age?

b. Sex?

c. homeroom guidance

2. What kind of pressure did the senior high school students experiences?

l. Positive

a. Following the rules

b. Showing up at school on time

c. Respecting others

d. Exercising

ll. Negative

a. Pressuring a friend to drink or smoke

b. Skipping school

c. Having sexual relations

d. Cheating

3. Is there a significant relationship between peer pressure and the habit-forming behavior of senior high
school students in Victoria J. Tuacar National High School?
Significance of the Study

This study hopes to give a clear understanding of whether peer pressure had any significant relationship
with the habit-forming behavior of senior high school students at Victoria J. Tuacar National High
School. This study is expected to reveal significant findings that will benefit the following entries.

Students - This study will give the students a better understanding of peer pressure and habit-forming
behavior in students. They will be aware of things that affected them as teenagers and also as students.
This study informs students about the negative effects of peer pressure. Through this research, students
will know their limitations as a teenager.

This study would be able to help students to carefully choose people to be with. They can be able to be
guided in choosing their group to be fit in. They need to critically think where they should go and what
way they wanted to be. This research paper aims to help most especially teenagers because they are the
one who are being affected with this issue.

Parents - This study will give parents a better understanding of the things that affect their child's
behavior. This study will provide all parents with information about their children that they may not be
aware of, especially about peer pressure.

Parents can have the idea of the issue that their child was going through. They can be able to have the
idea of the proper way of guiding their child so that teenagers would be able to take chances of doing
right things together with their peers.

Teachers - This research will give all teachers a better understanding of things that influence students.
This research will inform teachers that they need to conduct a program that binds students to prevent the
negative effects of peer pressure.

Future researchers - This study will serve as a reference to all future researchers who are planning to
conduct the same topic. This study can be a source of information for the future researchers especially
this study is widely discuss 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.

Chapter 2

REVIEW OF RELATED LITERATURE

PEER PRESSURE

The phenomena of peer pressure results from people's basic and fundamental need to be included in
interpersonal connections. People feel rejected when they are left out of other groups, which causes them
to feel bad. The fear of rejection is the most prevalent cause of peer pressure(Sas Otto, 2021). According
to Marquis Wortham, humans naturally crave a sense of community. Everyone, especially teenagers,
wants to be liked in some way. Teenagers make themselves believe they must alter their attitudes,
behaviors, or beliefs in order to be accepted by others as a result of this desire to belong. Other people or
the group may also exert peer pressure on these youth to modify their values, habits, or beliefs. Our
youngsters deal with peer pressure, which is a preventable issue that may be resolved with the appropriate
steps

Conformity is described as a personal response to the demands of the reference group. The shared
element among the various conceptions of conformity is that this process is preceded by a conflict
between the inner strengths of the personality, which prompt the individual to act in accordance with his
or her own judgment, and the strengths of the group, which compel the individual to act in accordance
with the expectations of the group(Dobešová-Cakirpaloglu, S Lemrova, J Kvintova, S Vevodova,2016).

According to Thomas A Kindermann (2016 ), giving children's education a formal structure that arranges
their educational experiences so that designated teachers and other students can engage concurrently has
proven to be beneficial in most, if not all, societies. It seems that there are advantages to group instruction
for kids that go beyond financial ones. In addition to the instruction provided by adult educators, students'
contacts with peers their own age increase their learning. In actuality, many kids seem to attend school or
prefer school (better) because their friends and peers are there.

Peer pressure had both favorable and unfavorable effects on students' academic achievement. However,
the majority of students use peer pressure as an incentive to work hard in all areas of the educational
component, which helps them achieve the learning they deserve and get higher grades(Charls
Absin,2022).

Students who experienced more peer pressure showed higher and more consistent grades. According to
research, peer pressure acts as a "social magnet" to draw pupils into moving forward together. The
implications for educators and practitioners in developing productive learning environments and fostering
the spread of information and technology are highlighted(Dong Zhao,2021).

Peers have long been recognized as being important for academic achievement and aspirations. While
social psychology and sociological theories frequently presuppose specific social dynamics that center on
"important" peers, earlier studies mainly had to rely on aggregates at the classroom level( Isabel J Raabe,
Ralf Wölfer,2019). Isabel J Raabe, Ralf Wölfer(2019) revealed that individual with similar educational
goals congregating in groups within classrooms, highlighting the importance of peers for academic
success.

Peer pressure have also negative effects,Students were more likely to use cigarettes when they felt peer
pressure from their friends. As a result, school-based intervention initiatives are required to lower the high
rate of tobacco use among students (Assemie, Getachew Mullu Kassa, Pammla Petrucka, Amit
Arora,2019).

The biggest influence on cheating conduct came from peers. In addition, people with a high openness trait
score had a much higher likelihood of cheating than people with a low openness score. These findings
have implications for how academic dishonesty is dealt with in higher education(Alvin Malesky, Cathy
Grist, Kendall Poovey, Nicole Dennis 2022).
In research conducted, many of the respondents agreed that dealing with personal issues is what leads to
drug addiction. Peer pressure is one of the main causes of drug addiction in some adolescents(Angela
Laquian, Na Jimmy Laquian, 2019).

HABIT FORMING

Lauren Stocksdale (2022) , conducted a research to examine what habits perpetuate depression and what
habits help reduce depressive symptoms. The researcher found out that the habits most commonly
discussed as impacting their depressive symptoms were habits of negative rumination, habits of exercise,
and social habits. Social habits were describe as the main protective factor that prevented suicide
attempts. The research on habit formation is imperative because having healthy habits makes for a
healthier world and can address the root of many of our global health issues, including depression.

BEHAVIOR

Students who have good assertive behavior can be seen from the ability of the students to make decisions,
able to express feelings of honesty and comfort, be able to defend themselves, be able to express
opinions, and not ignore the rights of others. Factors that influence students' assertive behavior include
gender and parenting parents. Assertive behavior of students in terms of male and female sex and
parenting parents will be different, the difference in assertive behavior of students is influence by several
factors both internal factors and external factors( Resi Anggraini , A Muri Yusuf, and Alwen
Bentri ,2019).

School absenteeism is a significant social and public health problem, and it has considerable negative
consequences on the development of children and adolescents not only in the short term but also in the
long term ( Suzet Tanya Lereya, Sarah Cattan, Yeosun Yoon, Ruth Gilbert, Jessica Deighton,2022).

Social interactions are widely recognized as critical in initiating many habit-forming processes, especially
regarding substance use. Nevertheless, little attention has been paid to the behavioral biases of individuals
as a potential driving factor in such consumption( Blas A Marin-Lopez,2022).

Positive student behaviors are desired outcomes, but this manual concentrates on inputs.Behavior expert
Scott Ervin calls on his two decades of experience to share the most effective procedures and strategies to
foster positive, prosocial student behavior that supports learning, including ways to (1) organize your
physical classroom to support positive classroom management; (2) build positive teacher-student
relationships; and (3) share control with students in a way that best fosters their autonomy. "The
Classroom Behavior Manual" is a resource you can return to again and again, packed with more than 100
strategies and dozens of procedures and tools( Ervin Scott, 2022).

Teenagers’ smoking behavior is a phenomenon that needs careful examination and is easily recognized
today.The findings revealed that attitudes, subjective norms, and intentions were linked to early smoking
behavior in teenagers.Early smoking behavior is primarily driven by the impression of poor parental
disruptive behavior and a strong urge to smoke among teenagers, along with significant peer support
(Diah Wijayanti Sutha, Yayi Suryo Prabandari, Retna Siwi Padmawati, 2022).

HABIT-FORMING BEHAVIOR AND PEER PRESSURE

Teenagers are more likely than adults to succumb to peer pressure at school. Peer pressure is grouped into
four categories: social acceptance, intellectual curiosity, parental cultural parenting approach, and
educational attainment(Vangie M Moldes, Ch L Biton, Divine Jean Gonzaga, Jerald C Moneva,2019).

Social pressure have positively and negatively influences the students' mind and behavior. Some
students pull their legs to recognize within the high school and do something interesting and unique to
achieve extraordinary success.Some students like social pressure because they want to fit within society
or other important groups. In contrast, some students worry that other individuals might make fun of them
if they do not follow the important group aspect.Students facing high stress due to the expectations to
always perform well and get good grades. As the results , the increasing social pressure on the mind of
students becomes the reason for tension and anxiety. Due to the high tension and anxiety, students
become a failure in fulfilling society and parents' expectations and perform well at school .According to
the author, peer pressure has a lot of significant negative impacts on students. The author stated that
social or peer pressure reduces the level of self-esteem and self-confidence among students, reducing
level of self-esteem and self-confidence prevents to believe in their capabilities and efficiencies. The
author also stated that students adopt dangerous habits because of peer pressure. Social pressure
encourages bad habits among students like smoking, alcohol consumption, and drug abuse. Negative
impacts of peer pressure on the students mind is poor academic performance. For students, it is essential
or important that they should accept within the social groups. It means that the group’s approval gets
placed above that of their teachers and parents. Another negative impacts of social or peer pressure is
high depression and anxiety levels. Due to the social pressure on student’s minds, students face high
depression and anxiety that motivates them to commit suicide or take other negative actions too (Smith,
2021).

According to Wentzel (2017), Relationship with peers are of central importance to children throughout
childhood and adolescence. Children who enjoy positive relationship with peers appear to experience
levels of emotional well-being, beliefs about self, and values for prosocial,forms of behavior and social
interaction that are stronger and more adaptive that do children without positive peer relationships. The
finding shows that children who enjoy positive relationship with their peers also tend to be engaged in
and even excel at academic task more than those who have peer relationships problems (Wentzel,2017).

The study conducted by Admin (2021), revealed that peer group has a significant influence on the
academic performance of adolescent students. It is therefore, recommended that, Teachers and other
education practitioners and those in related professional training, need to have knowledge of the effects of
peer group pressure and understanding of the issues surrounding negative peer influence to prevent
negative peer group influence and be more adequately prepared to help a teenager facing negative aspects
of peer pressure.

Conceptual Framework

INPUT

Demographic Profile of Senior High School Students

• Age

• Sex
• Homeroom Guidance

The types of peer pressure senior high school students experience

• Pressuring a friend to drink or smoke

• Skipping school

• Having sexual relations

• Cheating

PROCESS

• Survey Questionare

• Data Gathering

• Organization of students' responses

• Statistical analysis of data

OUTPUT

Peer Pressure on the Habit-Forming Behavior of Senior High School Students

Research Hypothesis

There is a significant relationship between peer pressure and habit-forming behavior of senior high school
students.

There is no significant relationship between peer pressure and habit-forming behavior of senior high
school students.

Definition of Terms

For a better understanding of the study, the following terms are defined in the context of the research.

Homeroom Guidance - is a comprehensive, developmental and proactive program designed to equip K

to 12 learners with life skills on three domains: Academic Development, Personal and Social
Development, and Career Development.
Peer Pressure - a feeling that one must do the same things as other people of one's age and social group
in order to be liked or respected by them.

Habit forming - the process by which a behavior, through regular repetition, becomes automatic or
habitual.

Behavior - the way in which someone conducts oneself or behaves.

Chapter 3

RESEARCH METHODOLOGY
This chapter presents the research design, the sample, research instrument, the data gathering procedure,
and statistical treatment of data.

Research Design

This study aims to determine if there is an association between peer pressure and the habit-forming
behavior of senior high school students at Victoria J. Tuacar National High School. The study used a
quantitative research design; correlational research was used in this study. Correlational research aims to
describe and measure the degree of association between two or more variables or sets of scores.

Correlational research is a type of non-experimental research that facilitates prediction and explanation
of the relationship among variables (Euclid Seeram, 2019).

The Sample

The target population of the study is the grade 12 senior high school students of the academic year 2022-
2023 of Victoria J. Tuacar National High School in Delpilar Capalonga Camarines Norte. These students
belong to two different strands, namely the General Academic Strand (GAS) and the Technical-
Vocational-Livelihood Strand.

The samples, or respondents, of the study were the selected fifty (50) senior high school students from the
2 strands GAS and TVL of Victoria J. Tuacar National High School. Located in Barangay Delpilar
Capalonga, Camarines Norte. The researchers chose only 25 students for each strand. The researchers
used stratified sampling, in which they divided the students in each strand into five groups and chose five
students from each group.

Research Instrument

A research instrument is a tool used to collect, measure, and analyze data related to the subject. It can be
surveys, scales, questionnaires, or even checklists (Duquesne University, 2022). The main tool used in
this study was a Likert scale. A set of questionnaires on a Likert scale was constructed for the student
respondents. The questionnaire for the Likert scale consisted of the students' demographic profile, their
behavior in the school, and peer pressure scenarios they experienced inside the school.
Part 1 of the questionnaire is comprised of the demographic profile of the respondents, which includes
their sex, age, and homeroom guidance.

Part 2 of the questionnaire for the likert scale obtained the students' behaviors inside the school, where
the researchers presented ten (10) statements and peer pressure presented five (5) situations. These were
given one set of five checkboxes each.

5- always

4- often

3- sometimes

2- rarely

1- never

The questionnaire-checklist was presented to the advisor for comments, corrections, and suggestions on
the content.

Data Gathering Procedures

The process for gathering the needed data in the study is described in the following steps.

1. The researchers ask a permission to the selected students to be their sample.Before distributing the
survey questionnaires, the researchers ensured that the respondents were well informed about the
study.Also, permission to conduct data collection will be sought from the concerned officials of the
school.

2. The questionnaires shall be distributed to the selected samples during one of their classes with
permission from the facilitating teacher and a note of approval from the school.

3. Questionnaires shall be retrieved the same day as they were given to ensure a higher return percentage.

Statistical Treatment of Data

The following statistical procedures were used to interpret gathered from the respondents of the study.

1. Simple Percentage. The demographic profile variables of the

respondents were analyzed using the simple percentage with the following
formula:

Where:

P= Percentage

f= Frequency of each category

 N=Total number of respondents

100= Constant multiplier

2. Weighted Mean. This statistical tool was used to compute for the weight of the responses in the
questionnaire assigned by the respondents during the actual data gathering procedure. The formula for the
weighted mean is as follows:

Where:

The following are the corresponding verbal interpretations for the

weighted mean.

Weighted Means/Equivalent Corresponding Remarks

2.60-3.00 Always

2.20-2.59 Often

1.80-2.19 Sometimes

1.40-1.79 Seldom

1.00-1.39 Never

3. Likert scale. The following Likert Scale serve as the guide for interpreting the data gathered.

Scale Weighted Means Corresponding Remarks

5 4.20-5.00 Always

4 3.40-4.19 Often

3 2.60-3.39 Sometimes

2 1.80-2.59 Seldom

1 1.00-1.79 Never
4. Spearman Product Moment Correlation Coefficient. This was used to test the correlation between
to the two variables involved.

Where:

Number of pairs

Summation symbol

Score for the first variable

Score for the second variable

5. The t-Test for the Correlation Coefficient r. This was utilized to test the null hypothesis stated in this
study using the computed value of coefficient r.

Where: t=computed t-scores

r= computed correlation coefficient r

p=p -value from the table or critical values

n= number of pairs

df= degrees of freedom