CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Peer pressure is a pervasive aspect of human social interaction, particularly prevalent

during adolescence and young adulthood. The desire to belong and conform often clashes with

the individual’s need for independence and self-expression. This tension between influence and

independence shapes significant aspects of personal development, affecting decision-making

processes, behavior patterns, and self-identity formation.

According to Hartney, E. (2022) Peer pressure is the process by which members of the

same social group influence other members to do things that they may be resistant to, or might

not otherwise choose to do. Peers are people who are part of the same social group, so the term

“peer pressure” refers to the influence that peers can have on each other.

Understanding how individuals navigate this delicate balance between influence and

independence is crucial for comprehending the complexities of human social dynamics and

promoting individual well-being. According to the Kidshealth organization, It’s not always easy

to resist negative peer pressure, but when you do, it is easy to feel good about it afterward. And

you may even be a positive influence on your peers who feel the same way, often it just takes one

person to speak out or take a different action to change a situation.

According to this view, the heightened significance of peer influence in adolescence is

due mainly to changes in individuals’ susceptibility to peer pressure. The increased importance
of peers leads adolescents to want to alter their behavior in order to fit in; because they care more

about what their friends think of them, they are more likely to go along with the crowd to avoid

being rejected (Brown et al., 1986). It is possible that this heightened conformity to peer pressure

during early adolescence is a sign of a sort of emotional “way station” between becoming

emotionally autonomous from parents and becoming a genuinely autonomous person (Steinberg

& Silverberg, 1986).

This study not only contributes to the existing body of literature on peer influence and

autonomy but also offers insights that can inform intervention strategies aimed at empowering

individuals to resist negative peer influences and cultivate a strong sense of self-identity. By

shedding light on the nuanced interplay between influence and independence, we hope to

facilitate the development of supportive environments that foster authentic self-expression and

personal growth.

OBJECTIVES OF THE STUDY

The main objective of this study is to explore the interplay between influence and

independence among adolescents, particularly in navigating peer pressure.

Specifically, it aims to:

1. Assess the prevalence and forms of peer pressure experienced by adolescents.

2. Examine the factors influencing adolescents’ susceptibility to peer pressure.

3. Investigate strategies utilized by adolescents to assert independence and maintain individuality

amidst peer influence.

 STATEMENT OF THE PROBLEM

The aim of this study is to investigate the dynamics of influence versus independence among

adolescents, focusing on their ability to assert individuality in the face of peer pressure.

Specifically, it seeks to address the following inquiries:

1. What are the prevalent types and sources of peer pressure experienced by adolescents?

2. What factors contribute to adolescents’ susceptibility to peer influence?

3. How do adolescents navigate and assert their independence while managing peer pressure?

SIGNIFICANCE OF THE STUDY

Student Awareness. By delving into the dynamics of influence and independence, this

study empowers students with a deeper comprehension of how peer pressure and media usage

intersect, thus enabling them to make informed choices and assert their individuality confidently.

Parental Insights. The research sheds light on how media consumption impacts self-

perception, providing parents and guardians with valuable insights into supporting their

children’s self-esteem amidst societal pressures and media influences.

Educational Initiatives. Teachers and school administrators can utilize the research

outcomes to design media literacy programs aimed at nurturing critical thinking skills and
fostering positive self-esteem among students, thereby creating a supportive educational

environment conducive to personal growth and resilience.

Future Research Directions. The study paves the way for further exploration into the

intricate interplay between media consumption, peer pressure, and self-esteem, offering a

springboard for future researchers to delve deeper, uncover novel insights, and develop effective

interventions for promoting healthy self-esteem in adolescents and young adults amidst

pervasive media influence.

SCOPE AND DELIMITATIONS

This qualitative study titled “Influence vs. Independence: Finding Your Voice Amidst Peer

Pressure” aims to explore how senior high school students in the Humanities and Social Sciences

(HUMSS) strand at Kidapawan City National High School, during the academic year 2023-2024,

navigate and assert their identities amidst peer pressure. The study is delimited to senior high

school learners exclusively enrolled in the Humanities and Social Sciences (HUMSS) strand at

Kidapawan City National High School during the specified academic year, ensuring a focused

examination within a particular academic context. Additionally, the research confines its

investigation to the academic year 2023-2024, thereby limiting the temporal scope of data

collection and analysis to this specific period. The study adopts a qualitative methodology,

allowing for in-depth exploration of participants’ experiences, perspectives, and coping

mechanisms in response to peer pressure. This approach ensures a rich understanding of the

phenomenon beyond numerical data and statistical measures. Furthermore, the researcher will
prioritize the trustworthiness and credibility of participants, employing rigorous qualitative

methodologies and ethical considerations to safeguard the integrity of data collection and

interpretation throughout the study duration.

DEFINITION OF TERMS

Authentic: Genuine, real, or true to oneself.

Behavior patterns: Observable actions or reactions that individuals consistently exhibit in

various situations.

Independence: The state of being self-reliant, autonomous, or free from external control or

influence.

Influence: The capacity to have an effect on the character, development, or behavior of someone

or something.

Nuanced interplay: Complex and subtle interaction or relationship between different elements

or factors.

Peer pressure: Social influence exerted by peers to conform to their attitudes, behaviors, or

norms.

Pervasive: Widespread or prevalent throughout an area or group.

Prevalence: The extent to which something is widespread or common within a particular

population or area.
Self-identity: The perception or recognition of oneself as a distinct individual with unique

characteristics or qualities.

Susceptibility: The state of being easily influenced, affected, or harmed by external factors.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literature and studies that were reviewed by the researcher to

provide empirical bases in the interpretation and analysis of the result of the study.

Peer Pressure and Adolescent Development

The current study, conducted by Long, Emely (2021) investigated peer relationship and

school climate factors associated with adolescent mental health. Cross-sectional data from 2,571

fifteen-year old students in 22 Scottish secondary schools was used. Multilevel models tested for

school differences in mental health, and nested linear regression models estimated peer and

school effects. Results demonstrated no significant between-school variation in mental health.

Peer victimization was the only peer effect associated with mental health. School-belonging,

student-teacher relationships, and a perceived inclusive school climate were associated with

better mental health, whereas a perceived school climate of exam pressure was associated with
worse mental health. The findings highlight multiple aspects of school climate that could be

targeted in school-based interventions for adolescent mental health.

Influence of Peers and Media

Using consumer socialization theory, this study, by LeBaron-black (2023), examined the

associations between perceived influence of parents, peers, employment, and media and

spending behaviors of emerging adult college students from three different regions of the US:

Northeast, South Atlantic, and Mountain regions. Data from the Emerging Adult Financial

Capability Study (N = 2,322) were analyzed using structural equation modeling. Greater parental

and employment influences perceived by the students were linked with more responsible

spending behaviors, while greater peer and media influences were associated with less

responsible spending behaviors. This study highlights the importance of the home and the

workplace as the nexus for financial learning. This knowledge can help focus efforts to help

future emerging adult college students learn responsible spending behaviors.

Positive effects of Peer Influence

This study, conducted by Zhang Xiaodong (2023) explores whether and how peer pressure

influenced students’ participation in web-based peer learning (WPL). Fifteen students enrolled in

a university reading course were followed over the course of one semester, and interviews with

them along with the researcher’s observational notes on their learning activities were

qualitatively analyzed. Peer pressure slowly and steadily occurred during the students’ WPL,

with the students feeling differently about it at different levels. All of the students became
somewhat used to it later in the semester. The peer pressure was mainly influenced by

technological factors (e.g., the openness of the web platform) and non-technological factors (e.g.,

the academic gaps between students), along with other accompanying reasons (e.g., self-

motivation for looking academically decent). The study concludes that students’ experiences of

peer pressure in relation to WPL involved a gradual process, had multiple causes, and ultimately

positively impacted the students, although in the process, peer pressure exerted either negative or

positive power on the students.

Negative effects of Peer Influence

Associations between social norms and bullying bystander behaviours have been studied

extensively over the years, but the mechanisms by which subjective norms influence bystander

behaviours remain unclear. This study, by Zhang Yuchi (2022) is the first to examine whether

bystander popularity moderates the association between perceived peer pressure for intervention

and Chinese adolescents’ bullying bystanding behaviours. The participants were 419 (51.6%

male) school students (grade 8-11, age 14-17 years). The results showed positive associations

between perceived peer pressure for intervention and active defending behaviours, and negative

associations between perceived peer pressure for intervention and passive bystanding

behaviours. Further, the results indicated that popularity moderated the association between

perceived peer pressure for intervention and active defending behaviours. These findings

highlight the importance of considering interactions among subjective norms and individual
factors such as popularity when attempting to understand the factors that promote or hinder

active defending behaviours. Moreover, the findings shed light on the importance of evidence-

based bullying bystander interventions that help recognize these popular students.

According to a study by Zhao, Dong (2021) Building information modeling (BIM)-based

collaboration may be associated with peer pressure in educational settings. Peer pressure creates

a challenge for educators to foster students’ BIM skills and prepare them for a career in the

architectural, engineering, and construction (AEC) industry. However, the effects of peer

pressure on student learning in BIM classes remain unknown. This research aims to explore how

peer pressure influences student learning of BIM technology. This study designed four

pedagogical scenarios to stimulate different degrees of peer pressure in a BIM class at Michigan

State University, and compared student learning outcomes in the four scenarios. Results of

multiple regression indicate a positive relationship between the level of peer pressure and the

student learning outcome. Students exposed to a higher level of peer pressure demonstrated

higher and stabler grades. Findings suggest peer pressure works as a “social magnet” to attract

students to progress together. Implications are discussed for educators and practitioners to create

effective learning environments and promote the diffusion of knowledge and technology

Independent Voice

The extent to which our students, and indeed we, are manipulated by popular culture and

a normative perception of an ideal way to be is an issue of increasing import. The changes we

make to our teaching to engage students in this issue must be conducive to meaningful learning

and subsequent academic achievement. The changes we make are based on not only research into
what works, or what has worked for our colleagues, but also on effective reflection. We cannot

be reflective without having made changes and thus taking risks to our practice and we cannot

take risks without reflecting. This paper is a reflection on a successful unit of Year 12 Poetry and

focuses on how to encourage students to appreciate language and its purpose. By looking at the

bigger picture and their place in this, students find meaning in the work of Sage Francis, an

American lyricist and selected work from the Beat poets. This paper focuses on a unit that

encourages students to take responsibility of their ideas and focus on their choice of language in

order to best represent something for which they are passionate and involved, developing

independent voice and accountability. Wintle Philippa (2011).