Peer Pressure and Academic Achievement as Predictors of Adolescent Risk Behaviors

Florić, Olivera Knežević; Pavlović, Aleksandra; Ninković, Stefan

doi:10.22190/teme200712076k

Cited by 3 publications

(5 citation statements)

References 29 publications

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“…This phenomenon is believed to emerge from poor self-esteem, communication gaps, familial problems, and feelings of distance and isolation [1]. Research suggests that peer pressure and peer conformity are strong predictors of risky behaviors [6], typically including cigarette smoking, unprotected sexual intercourse, and drug use [7]. It is also postulated that pressure can decrease academic performance [24] and increase the likelihood of academic dishonesty, such as cheating during exams [25].…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

“…Extensive research has been conducted to gain a reasonably clear understanding of various aspects of adolescent life where the influences of peers and FoMO can be observed. Peer influence is primarily linked to behavioral changes in young people, with a focus on studying adolescents' inclination towards risky behaviors to achieve social approval among their peers [6,7]. FoMO, on the other hand, has been primarily characterized and studied in terms of its association with increased frequency of social media use, driven by the fear of missing out on information [8,9].…”

Section: Introductionmentioning

confidence: 99%

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Impacts of Social Media Experiences on Academically Related Peer Influence and Fear of Missing Out of Secondary and High School Students

Ngo,

Nguyen,

et al. 2024

Int. J. Eng. Ped.

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Adolescents nowadays experience significant mental and behavioral changes, largely influenced by the pervasive use of social media, the rise in peer influence, and the fear of missing out (FoMO). However, many crucial questions regarding the relationships between social media, peer influence, and FoMO remain unanswered. Therefore, this study was conducted to explore the interconnections among social media processes, FoMO, and peer influence among secondary and high school students, with a specific focus on posts sharing academic achievements or experiences among peers. The research employed a quantitative approach, using a 5-point Likert scale questionnaire to collect data via an online survey. A total of 419 valid samples were collected and analyzed using factor analyses and structural equation modeling (SEM). The findings revealed that certain social media experience processes, namely online peer norms and novel peer experiences, significantly influenced both peer influence and FoMO. While online peer norms affected both phenomena, novel peer experiences only had an impact on peer influence. Moreover, FoMO played a mediating role in the relationship between social media experience and peer influence. Based on these findings, the study proposes solutions to optimize the impact of social media on adolescents. Gaining insights into the dynamics of social media processes, FoMO, and peer influence can enhance support for adolescents’ mental well-being and address challenges in the digital age.

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Section: Literature Review and Hypothesesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impacts of Social Media Experiences on Academically Related Peer Influence and Fear of Missing Out of Secondary and High School Students

Ngo,

Nguyen,

et al. 2024

Int. J. Eng. Ped.

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“…Peer influence has significant impacts on various behaviors, with a particular focus on risk behaviors and academic matters. Negative peer influence and peer conformity are strong predictors of behaviors such as cigarette smoking, unprotected sexual activities, and underage drug consumption (Florić et al, 2020;Santor et al, 2000). In the academic context, peer influence is associated with academic dishonesty (Fernandez, 2019) and declining academic performance (Uche, 2010).…”

Section: Peer Influence Impactsmentioning

confidence: 99%

“…The teenage brain's cognitive reasoning is still in development, leading them to deal with social matters emotionally or instinctively, which makes them particularly susceptible to peer influence (Albert et al, 2013). Peer influence was found to correlate with academic performance (Moldes et al, 2019;Rukundo, 2012;Uche, 2010;Viet & Phuong, 2017), risk behaviors (Fernandez, 2019;Florić et al, 2020;Santor et al, 2000) and even prosocial behaviors (Choukas-Bradley et al, 2015). FoMO, on the other hand, is closely related to the fast-paced nature of cyberspace and humans' social needs and social comparison, making it a widespread issue, especially among teenagers.…”

Section: Introductionmentioning

confidence: 99%

Impact of Academic-Related Peer Influence and Fear of Missing Out From Social Media on Academic Activities of Adolescents

Thuy An Ngo,

Thien An Nguyen,

Uyen La

et al. 2023

JITE:Research

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Aim/Purpose: The main objective of this study is to explore the relationships among social media experience processes, peer influence, and fear of missing out (FoMO), as well as their impact on adolescent students’ choice of participation in academic activities. Background: The increasing digitization of the world has consolidated social media as a dominant means of communication in the modern era. Adolescents are heavily engaged with smartphones and social platforms, resulting in substantial exposure to their influences. This exposure leads to a rise in sharing academic achievements and experiences on social media platforms. This trend has transformed academic success into a symbol of admiration, affecting how young individuals perceive their educational activities. During adolescence, a phase characterized by heightened vulnerability and intense social connections, young people become more susceptible to phenomena such as peer influence and FoMO. Social media, serving as a platform to showcase experiences and achievements, plays a pivotal role in shaping peer norms that subsequently impact peer influence and FoMO. Given the significant interplay between social media, peer influence, and FoMO, there is a need to explore whether social media experiences can predict academic-related peer influence and FoMO, as well as understand their interrelationships. This exploration is essential for understanding the cumulative impact of these factors on students’ academic pursuits. These insights hold the potential to guide the effective management of the potentially excessive effects of social media, thus promoting a more balanced and productive student life when confronting contemporary challenges. Methodology: The study employed a quantitative approach, using 5-point Likert scales to collect data via an online survey. The questionnaire was designed based on the theoretical framework regarding transformations of peer experiences in social media contexts developed by Nesi and co-researchers, which mainly interpreted the characterization of social media and how its features could amplify or alter the formation of Peer Influence and FoMO. The data from 419 valid responses from secondary and high school students in Vietnam were analyzed using reliability tests, factor analysis methods, and structural equation modeling (SEM) methods. Contribution: This research is meaningful in raising awareness of researchers, students, teachers, and parents about the vigorous impacts of social media on students’ academic activities and serves as the foundation for further research on regulation methods to secure healthy social media use and academic development. Findings: It was found that social media was characterized by two latent variables: Online Peer Norms and Novel Peer Experiences. The results showed that both factors were strong predictors of peer influence, while for FoMO, only the variable of Online Peer Norms was a significant predictor. FoMO was found to mediate the impact of social media experience on peer influence. Finally, peer influence relatively affected students’ participation in academic activities, while FoMO did not. Recommendations for Practitioners: The results suggested that social media can be a means to encourage positive academic participation and, thus, can be utilized in spreading educational programs and promoting academic motivation. At the same time, measures to counteract academic pressure should also take social media into consideration. Recommendation for Researchers: Researchers can utilize the framework of this study to investigate other adolescent media-related mental and behavioral phenomena as well. In addition, researchers should build a clearer understanding of FoMO’s interactions with academic matters. Impact on Society: Social media can either be a great assistance or a huge risk to the development of future generations of society. It is capable of spurring mental and behavioral changes that can radically impact youths’ growth on their educational paths. Future Research: The relationship between peer influence and FoMO should be delved into from more diverse dimensions. Future research should encompass peer influence and social media’s involvement in academic self-concepts and well-being.

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“…A positive attitude towards the school, and support from the school, parents and peers, are significant protective factors (Florić, Pavlović & Ninković, 2021, p. 1132. As a regulator of social relations in the classroom, the teacher has the task of continuously monitoring and supporting the positive interactions between students, and reducing the negative ones.…”

Section: Theoretical Approach To the Researchmentioning

confidence: 99%

Identifying the Dimensions of the School Climate From the Perspective of Primary School Students

Jevtić

Milošević

2022

TEME

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The school climate is a significant factor in the development of students’ cognitive, emotional and social competencies. Starting from the fact that the quality of educational work largely depends on the school climate, the aim of this research was to identify the factors influencing the development of a positive school climate, and to determine the differences in the perception of its dimensions in relation to gender and student success. The sample for this research consisted of 216 primary school students in the Republic of Serbia. An instrument composed of 43 items was used in the research. Factor analysis identified 6 factors that affect the school climate: support and consistency in the work of teachers, student autonomy, the academic support of teachers, negative peer relationships, disciplinary rigor and collaborative peer learning. The students’ perception of the dimensions of the school climate was influenced by school success and the gender of the students. This research offers a comprehensive theoretical perspective for all researchers for whom the field of school climate is at the center of interest, as well as potential solutions in terms of improvement in educational practice.

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Peer Pressure and Academic Achievement as Predictors of Adolescent Risk Behaviors

Cited by 3 publications

References 29 publications

Impacts of Social Media Experiences on Academically Related Peer Influence and Fear of Missing Out of Secondary and High School Students

Impacts of Social Media Experiences on Academically Related Peer Influence and Fear of Missing Out of Secondary and High School Students

Impact of Academic-Related Peer Influence and Fear of Missing Out From Social Media on Academic Activities of Adolescents

Identifying the Dimensions of the School Climate From the Perspective of Primary School Students

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