QUESTIONNAIRE

Name (Optional):__________________________________________________

Grade/ Section: _____________

Gender: ___ Male ___ Female

Direction: Put a check (/) under the choices that suites best for your answers from the
questions/indicators below.

3- Agree 1- Disagree
4- Strongly Agree 2- Strongly Disagree
Statement 4 3 2 1
(SA) (A) (SD) (D)
1. Sometimes I miss classes because my friends urge me to do so.
2. I cannot resist going for a late night party with friends.
3. I go for a date with my friend despite parental warnings.
4. Sometimes I do things because my friends want me to do so.
5. I feel pressure to chat long hours on internet.
6. Sometimes I do something wrong just to be good on friends
view.
7. I cannot say 'NO' to my friends even if my parents do not agree.
8. There is always a peer pressure for dating.
9. At times I feel peer pressure to smoke.
10. Sometimes I do violent acts to keep up with peers.
11. In close relationships, we have to approve pressures of peers.
12. I know my limits when with friends.
13. I find it difficult to escape from peer pressure.
14. Sometimes I have to undergo peer pressure to be liked in a
group.
15. Many times I put off my homework and other important
assignments for friends' party.
THE INFLUENCE OF PEER PRESSURE ON SOCIALIZATION AMONG
SENIOR HIGH SCHOOL STUDENTS OF PANTAR
NATIONAL HIGH SCHOOL

A Research Paper

Submitted to
JONAIRAH A. ROMUROS
The Faculty of the Senior High Department
Pantar National High School
Pantar, Lanao del Norte

In Partial Fulfillment
Of the Requirements for the course
Practical Research 2
First Semester, 2023-2024

By:
JALAL LAMPA
JANISAH MOCSANI
RATNAH FAISAL
AISAH KHALID

Chapter 1
 THE PROBLEM

Introduction

In the dynamic realm of senior high school education, the impact of peer pressure on

socialization among students stands as a critical facet that warrants comprehensive exploration.

This research aims to delve into the nuanced dynamics of peer pressure and its influence on the

socialization patterns of senior high school students at Pantar National High School.

Numerous studies have examined the relationship between peer pressure and

socialization, highlighting the profound effects of peer dynamics on the developmental journey

of adolescents. However, there is a discernible gap in the existing literature concerning the

specific context of Pantar National High School. This study seeks to address this gap by

providing insights tailored to the unique socio-cultural and educational environment of Pantar

National High School.

While existing research acknowledges the significance of peer pressure, there remains a

gap in understanding how it manifests within the specific context of senior high school students

at Pantar National High School. Additionally, there is a dearth of information on potential gaps

and lapses in the current strategies employed by educators and policymakers to address the

impact of peer pressure on socialization. This research aims to bridge these gaps and contribute

valuable insights to the existing body of knowledge.

This research aspires to contribute valuable insights to the educational community,

offering a nuanced understanding of how peer pressure influences the socialization experiences

of senior high school students at Pantar National High School. By identifying gaps and lapses,
the study aims to inform the development of effective strategies and interventions that enhance

the overall well-being and academic performance of students in the face of peer pressures.

Through a meticulous exploration of this topic, the research endeavors to foster a positive

and supportive environment for socialization, contributing to the holistic development of senior

high school students in the unique setting of Pantar National High School.

Theoretical Framework

Social Learning Theory: This theoretical framework posits that individuals learn

through observation, imitation, and modeling. In the context of peer pressure and socialization,

this theory suggests that senior high school students at Pantar National High School may adopt

behaviors, attitudes, and social norms of their peers through observational learning, leading to

changes in their socialization patterns.

Social Identity Theory: This framework emphasizes the role of social groups and

identities in shaping individuals' behaviors and socialization processes. It suggests that senior

high school students at Pantar National High School may conform to peer pressure in order to

maintain a positive social identity within their peer group. This theory explores how social

categorization and identification with specific peer groups influence socialization patterns.

Cognitive Development Theory: This theoretical framework, proposed by Jean Piaget,

focuses on the cognitive processes that occur during adolescence. It suggests that senior high

school students at Pantar National High School may experience cognitive changes that influence

their susceptibility to peer pressure and their ability to navigate socialization. This theory

explores how cognitive development impacts decision-making, self-concept, and social

interactions.
 Social Norms Theory: This framework suggests that individuals' behaviors and

socialization patterns are influenced by perceived social norms within their peer group. Senior

high school students at Pantar National High School may conform to peer pressure due to a

desire to fit in and avoid social rejection. This theory explores how social norms shape

socialization processes and the impact of perceived norms on behavior.

Attachment Theory: This theoretical framework focuses on the emotional bonds

individuals form with others, particularly during childhood and adolescence. It suggests that the

quality of attachment relationships with peers may influence the extent to which senior high

school students at Pantar National High School are susceptible to peer pressure. This theory

explores how attachment styles and relationships impact socialization patterns and the role of

peer attachment in shaping behaviors and attitudes.

Hypothesis

We hypothesize that there exists a significant correlation between peer pressure and the

socialization patterns of senior high school students at Pantar National High School. Specifically,

we aim to examine the extent to which peer pressure influences the attitudes, behaviors, and

social interactions of students within this educational setting. We anticipate that higher levels of

perceived peer pressure will correspond to greater conformity to social norms, changes in

behaviors, and alterations in socialization patterns among the student body."

Scope and Delimitation

The scope of this research encompasses a comprehensive examination of the influence of

peer pressure on the socialization patterns of senior high school students at Pantar National High

School. The study will explore various aspects, including but not limited to:
Socialization Patterns: Analysis of how senior high school students at Pantar National High

School develop social behaviors, attitudes, and interactions within the peer group.

Peer Pressure Dynamics: Investigation into the types, sources, and intensity of peer pressure

experienced by students within the unique socio-cultural context of Pantar National High School.

Impact on Academic Performance: Exploration of the potential correlation between peer

pressure and academic performance among senior high school students.

Existing Strategies: Evaluation of current strategies employed by educators and policymakers to

address the influence of peer pressure on socialization.

Delimitation

Despite the broad scope, certain limitations and delimitations are acknowledged:

Geographic Limitation: The study focuses specifically on senior high school students at Pantar

National High School, and findings may not be directly applicable to other educational

institutions with different socio-cultural contexts.

Time Constraints: The research is conducted within a specified timeframe, and long-term

effects of peer pressure on socialization may not be fully captured.

Causal Relationships: While the study aims to establish correlations, establishing definitive

causal relationships between peer pressure and socialization may be challenging.

External Influences: External factors beyond the school environment, such as family dynamics

or societal influences, are not extensively explored due to the study's focus on the school setting.

Subjective Perceptions: The study relies on self-reporting and perceptions of senior high school

students, which may introduce a level of subjectivity in the data.

These limitations are essential to consider when interpreting the research findings and applying

them to broader contexts or formulating intervention

Statement of the Problem

1. How does peer pressure manifest across various aspects of individuals' lives, impacting

decision-making and behavior in scenarios such as academic commitments, social activities,

dating, substance use, and adherence to societal norms?

2. What factors contribute to individuals yielding to peer influence, resisting such pressure, and

how does external guidance, particularly from parents, shape responses to peer influence?

Significance of the Study

The research on the influence of peer pressure on socialization among senior high school

students at Pantar National High School holds several significant implications for various

stakeholders:

Educators and School Administrators: The findings of this study will benefit educators and

school administrators by providing insights into the dynamics of peer pressure and its impact on

socialization. This knowledge can help them develop targeted interventions, programs, and

policies that create a supportive and inclusive school environment, fostering positive peer

interactions and promoting healthy socialization patterns among students.

Policymakers and Curriculum Developers: Policymakers and curriculum developers can

utilize the research findings to inform the development of policies and curriculum frameworks

that address the influence of peer pressure on socialization. This can lead to the implementation

of evidence-based strategies that support students' social and emotional development, enhance

their well-being, and promote positive social interactions within the educational system.

Parents and Guardians: The study's results will benefit parents and guardians by raising

awareness about the influence of peer pressure on their children's socialization. It can equip them
with knowledge and understanding of the challenges their children may face, enabling them to

provide guidance, support, and open communication channels to help their children navigate peer

dynamics and make informed decisions.

Senior High School Students: The research findings will directly benefit senior high school

students by providing them with a better understanding of the influence of peer pressure on their

socialization patterns. This knowledge can empower them to make informed choices, resist

negative peer pressure, and develop healthy social relationships. It can also contribute to their

overall well-being, self-esteem, and personal growth.

Future Researchers: The study will contribute to the existing body of knowledge on peer

pressure and socialization among senior high school students. It can serve as a foundation for

future research in related areas, allowing researchers to build upon the findings and explore

additional factors, contexts, and interventions that influence socialization patterns.

By benefiting educators, school administrators, policymakers, parents, guardians, senior high

school students, and future researchers, the study on the influence of peer pressure on

socialization among senior high school students at Pantar National High School has the potential

to positively impact the educational community, promote student well-being, and contribute to

the development of evidence-based interventions and policies.

Definition of Terms

Peer Pressure: Peer pressure refers to the influence exerted by one's peers or social

group to conform to certain behaviors, attitudes, or norms. It involves the pressure or

encouragement to adopt specific actions, beliefs, or values that may align with the group's

expectations, even if they may contradict one's personal preferences or values.

 Socialization: Socialization refers to the process through which individuals acquire the

knowledge, skills, attitudes, and behaviors necessary to function effectively within a society or

social group. It involves learning and internalizing social norms, values, and expectations, as

well as developing interpersonal and communication skills to interact with others in a socially

acceptable manner.

Senior High School Students: Senior high school students typically refer to students in

the final years of their secondary education, usually between the ages of 15 and 18. These

students are in the stage of adolescence, transitioning into young adulthood, and are often

characterized by increased independence, self-identity development, and peer interactions.

Pantar National High School: Pantar National High School is a specific educational

institution located in a particular geographic location. It serves as the context for this research

study and represents a unique socio-cultural environment that influences the socialization

patterns of senior high school students.

Influence: Influence refers to the power or effect that one person or group has on the

thoughts, behaviors, attitudes, or decisions of others. In the context of this study, it pertains to the

impact that peer pressure has on the socialization process of senior high school students at Pantar

National High School.

By providing clear definitions of these terms, it ensures a common understanding of the

key concepts and variables involved in the research on the influence of peer pressure on

socialization among senior high school students at Pantar National High School.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Alderman, K. (2000). School groups and peer motivation this source likely explores the

impact of school groups on peer motivation. It could discuss how the dynamics within school

groups influence students' motivation levels.

Biddle, B.J., Bank, B.J., & Marlin, M.M. (1980). Parental and peer influence on

adolescents. Social Forces, 58, 1057-1079 this study seems to investigate the combined effects of

parental and peer influences on adolescents. It may delve into the social forces that shape

adolescents' behaviors and choices.

Black, S. (2002). When students push past peer influence. The Education Digest, 68,

3136 this source might focus on instances where students resist or overcome peer influence. It

could explore factors that empower students to make independent choices despite peer pressures.

Brown, B.B., Mounts, N., Lamborn, S.D., & Steinberg, L. (1993). Parenting practices and peer

group affiliation in adolescence. Child Development, 64, 467-482 the study likely investigates

how parenting practices correlate with adolescents' affiliation with peer groups. It may explore

the interplay between family dynamics and peer relationships during adolescence.

Burns, A., & Darling, N. (2002). Peer pressure is not peer influence. The Education

Digest, 68, 4-6 this source seems to challenge the commonly held notion of "peer pressure" and

may discuss the nuanced nature of peer influence. It might emphasize the distinction between

negative pressure and positive influence within peer interactions.

Castrogiovanni, D. (2002). Adolescence: Peer groups this source likely explores the role

and significance of peer groups during adolescence. It may discuss how peer groups influence
various aspects of adolescent development, such as identity formation, socialization, and

decision-making.

Cohen, J.M. (1977). Sources of peer group homogeneity. Sociology of Education, 50,

227-241 this study likely investigates the factors that contribute to the homogeneity within peer

groups. It may explore how similarities in backgrounds, interests, or other characteristics shape

the composition and dynamics of peer groups.

Cohen, J.M. (1983). Peer influence on college aspirations with initial aspirations

controlled. American Sociological Review, 48, 728-734 this research may examine the influence

of peers on adolescents' aspirations for higher education. It might explore how peer interactions

and social comparisons impact college aspirations, taking into account initial aspirations as a

control variable.

Downs, W.R., & Rose, S.R. (1991). The relationship of adolescent peer groups to the

incidence of psychosocial problems. Adolescence, 26, 473-493 this study likely investigates the

relationship between adolescent peer groups and the occurrence of psychosocial problems. It

may explore how the characteristics and dynamics of peer groups influence the development of

psychosocial issues in adolescents.

Fischhoff, B., Cromwell, N.A., & Kipke, M. (Eds.) (1999). Adolescent decision making

Implications for prevention programs this publication may focus on the decision-making

processes of adolescents and its implications for prevention programs. It might discuss how

understanding adolescent decision-making can inform the development of effective interventions

and strategies to promote positive behaviors and prevent risky behaviors.

Peer group influences on educational outcomes: A quantitative synthesis" by Ide, K., Parkerson,

J., Haertel, G.D., & Walberg, H.J. (1981) this article presents a quantitative synthesis of research
studies that investigate the impact of peer groups on educational outcomes. The authors analyze

various factors such as peer pressure, social support, and academic achievement within the

context of peer influence.

Peer groups and educational outcomes" by Landau, A. (2002) this article explores the

relationship between peer groups and educational outcomes. It discusses how peer groups can

influence academic motivation, engagement, and achievement. The author provides insights into

the mechanisms through which peer influence operates in educational settings.

Fitting in: Exploring the emotional dimension of peer pressure" by Lashbrook, J.T. (2000) this

article focuses on the emotional dimension of peer pressure and its impact on adolescents. It

examines how the need to fit in with peer groups can affect emotional well-being and decision-

making processes. The author highlights the importance of understanding the emotional aspects

of peer pressure in order to support adolescents effectively.

The role of parents and peers in the leisure activities of young adolescents" by Zeijl, E., te

Poel, Y., du Bois-Reymond, M., Ravesloot, J., & Meulman, J.J. (2000) this article investigates

the influence of parents and peers on the leisure activities of young adolescents. It examines how

parental and peer support, as well as peer pressure, can shape the leisure choices and preferences

of adolescents. The authors emphasize the significance of understanding these influences for

promoting positive leisure experiences.

Related Studies

The influence of peer groups among high school students has been a topic of interest in

various studies. These studies aim to understand how peers can shape behaviors, attitudes, and

academic performance among adolescents. Here is a review of related studies on this subject:
Peer Pressure and Risky Behaviors: Several studies have found that peer groups can significantly

influence high school students' engagement in risky behaviors such as substance abuse,

delinquency, and early sexual activity. These studies highlight the importance of peer influence

in shaping adolescents' decision-making processes.

Academic Performance: Research suggests that peer groups can have both positive and

negative effects on academic performance. Positive peer influence, such as having academically

motivated friends, can enhance students' motivation, study habits, and overall academic

achievement. Conversely, negative peer influence, such as associating with disengaged or

disruptive peers, can lead to lower academic performance.

Social and Emotional Development: Peer groups play a crucial role in the social and

emotional development of high school students. They provide opportunities for social

interaction, friendship formation, and the development of social skills. Positive peer relationships

can contribute to increased self-esteem, empathy, and emotional well-being.

Identity Formation: Adolescence is a period of identity exploration, and peer groups play a

significant role in this process. Studies have shown that high school students often seek

validation and acceptance from their peers, which can influence their choices, values, and self-

perception. Peer groups can either support or challenge an individual's identity development.

Academic Engagement and Motivation: Peer groups can influence students' academic

engagement and motivation levels. Positive peer support, collaborative learning, and healthy

competition can enhance students' motivation to succeed academically. Conversely, negative

peer influence, such as peer pressure to conform to anti-intellectual norms, can undermine

students' motivation and engagement in school.

It is important to note that the influence of peer groups is complex and multifaceted. Individual

characteristics, family dynamics, and school environments also interact with peer influence to

shape high school students' behaviors and outcomes. Further research is needed to gain a deeper

understanding of the mechanisms through which peer groups influence adolescents and to

develop effective interventions to promote positive peer relationships and mitigate negative peer

influence.
 Chapter 3

METHODOLOGY

This chapter would present how the study would take place. It would explain the research

design, sampling technique and population that being used. It would also explain the statistical

tool and treatment, and the process of gathering the data of the study.

Research Design

This study used descriptive method to gather data and information about the insurance of

peer pressure among Senior high school students of Pantar National High School, from school

year 2023-2024.

Research Environment

The research will be conducted at Pantar National High School, which is located in a

rural area. The school campus will serve as the primary research environment. The research will

be carried out in various settings within the school, including classrooms, common areas, and

designated research spaces.

Research Respondents

The research respondents for this study will be senior high school students at Pantar

National High School. The participants will be selected using a stratified random sampling

technique to ensure representativeness of the entire high school population.

The inclusion criteria for the participants will be:

Current students of Pantar National High School

Enrolled in any grade level within the high school

Willingness to participate in the study

Data Gathering Procedure

The first step before going to the testing proper is to make a request letter.

Upon approval, the researcher retrieves the request letter. The teachers, as well as respondent

itself members will be selected in the administration.

In administering the questionnaire, the researcher was using the time allotted for vacant

to avoid distractions of class discussions.

The High School Students responses were given enough time to answer the questions.

After data gathering, the researcher now collected it for tallying the scores and to apply the

statistical treatment to be used with the study.

Research Instrument

The research instrument for this study will consist of a survey questionnaire. The survey

questionnaire will include both closed-ended and open-ended questions to gather quantitative

data on the social aspect and its influence on various aspects of high school students' lives.

Statistical Tool

Frequency percentage refers to the proportion or percentage of observations that fall into

each category or group in a dataset. It is calculated by dividing the frequency of each category by

the total number of observations and multiplying by 100.

Rank distribution refers to the arrangement of data in ascending or descending order based

on their values. It assigns a rank or position to each observation, indicating its relative standing

within the dataset.

Weighted mean is a type of average that takes into account the different weights or

importance assigned to each observation. It is calculated by multiplying each observation by its

corresponding weight, summing up these products, and dividing by the sum of the weights.
Interpretation of these statistical measures depends on the context and the specific data being

analyzed. Here are some general interpretations.

Part 1. Personal profile of the respondents

Table 1:

Frequency percentage and rank Distribution of the respondents in terms of gender

Respondents Gender Frequency (f) Percentage (%)

Male 65 65%
Female 35 35%
Total 100 100%

Table 1 shows the frequency, percentage and rank distribution of the respondents in terms of
gender. It shows that majority of the respondents were male with percentage of 65 or 65% and 35
or 35% were female.

Table 2.

Frequency, percentage and rank distribution of the respondents in terms of Grades

Respondents Grades Frequency (f) Percentage (%)

ICT-11 14 14%
ICT-12 14 14%
ABM-11 14 14%
ABM-12 14 14%
GAS-11 14 14%
GAS-12 30 30%
Total 100 100%
.

Table 2 shows the frequency and percentage of the respondents in terms of grade. From the table,
it shows that 14 or 14% were in grade 7,8,9,10, and 11 and 30 or 30% were grade 12.
Part 2. Respondents perception influence of peer pressure on socialization among High school
students

Table 3.

QUESTIONS 4 3 2 1 TOTA
(SA (A) (SD (D) L
) )
1. Sometimes I miss classes because my friends urge me to 6 11 39 44 100
do so.
2. I cannot resist going for a late night party with friends. 9 7 51 33 100
3. I go for a date with my friend despite parental warnings. 0 3 53 44 100
4. Sometimes I do things because my friends want me to do 11 42 9 38 100
so.
5. I feel pressure to chat long hours on internet. 23 38 3 36 100
6. Sometimes I do something wrong just to be good on 0 29 18 53 100
friends view.
7. I cannot say 'NO' to my friends even if my parents do not 0 8 48 44 100
agree.
8. There is always a peer pressure for dating. 33 42 0 25 100
9. At times I feel peer pressure to smoke. 29 46 9 16 100
10. Sometimes I do violent acts to keep up with peers. 0 0 66 44 100
11. In close relationships, we have to approve pressures of 8 79 0 13 100
peers.
12. I know my limits when with friends. 46 54 0 0 100
13. I find it difficult to escape from peer pressure. 15 66 4 15 100
14. Sometimes I have to undergo peer pressure to be liked 8 44 18 30 100
in a group.
15. Many times I put off my homework and other important 0 33 23 44 100
assignments for friends' party.
Table 4. Weight mean and interpretation on respondents perception on the influence of peer
pressure on socialization among High school students

QUESTIONS 4 3 2 1 TOTA Mean Interpretation

(SA (A) (SD (D L
) ) )
1. Sometimes I miss classes 12 22 39 44 117 1.17 NO
because my friends urge me to do
so.
2. I cannot resist going for a late 18 14 51 33 116 1.16 NO
night party with friends.
3. I go for a date with my friend 0 6 53 44 103 1.3 NO
despite parental warnings.
4. Sometimes I do things because 22 84 9 38 153 1.53 YES
my friends want me to do so.
5. I feel pressure to chat long hours 46 76 3 36 161 1.61 YES
on internet.
6. Sometimes I do something 0 58 18 53 129 1.29 NO
wrong just to be good on friends
view.
7. I cannot say 'NO' to my friends 0 16 48 44 108 1.8 NO
even if my parents do not agree.
8. There is always a peer pressure 66 84 0 25 175 1.75 YES
for dating.
9. At times I feel peer pressure to 58 92 9 16 175 1.75 YES
smoke.
10. Sometimes I do violent acts to 0 0 56 44 100 1.0 NO
keep up with peers.
11. In close relationships, we have 16 158 0 13 175 1.75 YES
to approve pressures of peers.
12. I know my limits when with 92 108 0 0 200 2.0 YES
friends.
13. I find it difficult to escape from 30 132 4 15 181 1.81 YES
peer pressure.
14. Sometimes I have to undergo 16 88 18 30 152 1.52 YES
peer pressure to be liked in a
group.
15. Many times I put off my 0 66 23 44 133 1.33 NO
homework and other important
assignments for friends' party.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The study found that peer pressure had a significant influence on the socialization of senior

high school students at Pantar National High School, with both positive and negative impacts,

gender-based differences, and the important roles of the school and family in mediating the

effects of peer pressure on student socialization.

CONCLUSION

The findings of this study underscore the profound impact of peer pressure on the socialization

of senior high school students at Pantar National High School. While peer pressure can have

both positive and negative influences, it is clear that schools and families must work together to

develop comprehensive strategies to help students navigate the challenges of this critical

developmental period. By fostering strong support systems, enhancing social-emotional skills,

and promoting positive peer relationships, educators and parents can empower students to
resist negative peer influence and cultivate healthy, well-rounded social development.

Ultimately, addressing the complex dynamics of peer pressure is essential for ensuring the

holistic well-being and success of high school students as they transition into adulthood.

RECOMMENDATIONS

Implement Comprehensive Peer Pressure Intervention Programs:

- Develop and implement school-based programs that address the various aspects of peer

pressure and its impact on student socialization.

- These programs should focus on building students' social-emotional skills, fostering positive

peer relationships, and providing guidance on navigating peer influence.

Strengthen School-Family Collaboration:

- Encourage stronger collaboration between schools and families to create a supportive

environment for students.

- Facilitate regular communication, workshops, and joint initiatives to help parents and

educators work together in addressing the challenges of peer pressure.

Enhance Teacher Training and Support:

- Provide comprehensive training for teachers to equip them with the knowledge and skills to

identify, understand, and effectively respond to peer pressure-related issues among students.
 - Ensure that teachers have access to ongoing professional development and resources to

support their efforts in fostering positive socialization among students.

Promote Peer-to-Peer Mentoring Programs:

- Establish peer-to-peer mentoring programs that pair older, more experienced students with

younger students to serve as positive role models and provide guidance on navigating peer

pressure.

- Empower student leaders to take an active role in promoting healthy social norms and

supporting their peers.

Conduct Regular Assessments and Evaluations:

- Implement regular assessments and evaluations to monitor the effectiveness of the

implemented interventions and programs.

- Use the findings to continuously refine and improve the strategies employed to address the

influence of peer pressure on student socialization.

Reference

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Biddle, B.J., Bank, B.J., & Marlin, M.M. (1980). Parental and peer influence on

adolescents. Social Forces, 58, 1057-1079.

Black, S. (2002). When students push past peer influence. The Education Digest, 68, 31-

Brown, B.B., Mounts, N., Lamborn, S.D., & Steinberg, L. (1993). Parenting practices and

peer group affiliation in adolescence. Child Development, 64, 467-482.

Burns, A., & Darling, N. (2002). Peer pressure is not peer influence. The Education Digest, 68, 4-

6.

Castrogiovanni, D. (2002). Adolescence: Peer groups. Retrieved January 24, 2024,

from: http://inside.bard.edu/academic/specialproj/darling/adolesce.htm

Cohen, J.M. (1977). Sources of peer group homogeneity. Sociology of Education, 50, 227-241.

Cohen, J.M. (1983). Peer influence on college aspirations with initial aspirations controlled.

American Sociological Review, 48, 728-734.

Downs, W.R., & Rose, S.R. (1991). The relationship of adolescent peer groups to the incidence

of psychosocial problems. Adolescence, 26, 473-493.

Fischhoff, B., Cromwell, N.A., & Kipke, M. (Eds.) (1999). Adolescent decision making:

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from: http://inside.bard.edu/academic/specialproj/darling/bullying/group2/alison.html

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from: http://www.ianr.unl.edu/pubs/family/nf211.htm

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.

Ungar, M.T. (2000). The myth of peer pressure. Adolescence, 35, 167-180.

Zeijl, E., te Poel, Y., du Bois-Reymond, M., Ravesloot, J., & Meulman, J.J. (2000). The role of

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