“Understanding Peer Influence: A Guide for Teenagers”

The Researcher:

Khristal Joy Balansag

Lyka Glize Tuba

Kate N.GLeh Fuentes

Jillian Lou Rosauro

Crislyn Jean Dela Cruz

 Chapter 1

Introduction

Peer Pressure significantly impacts student’s academic performance.

Peer Pressure may create stress or anxiety, especially when a student feels like they
need to

fit in with a group or meet certain expectations. This approach emphasize how students

will bring if they either pushing them to succeed or pulling them away from the academic

goals. Somehow peer pressure can positively motivate some students, making a healthy

competition and a teamwork, However peer pressure may also lead to negative

consequences like distraction, low self-esteem, anxiety, and decreased motivation.

Peer Pressure can also make students feel stressed or anxious,

especially if they compare themselves to others who are doing good or seem more

successful. One should surround themselves with positive people, and set clear

boundaries. One can navigate the challenges of adolescenes and make choices that will

benefit them in the long run. For examples, when a student’s friends prioritize studying

and achieving high grades, they are more like to adopt similar habits and work harder, or

being in a group they dismisses schoolwork or values socializing over academics can
lead

to poor time management and neglected assignments.

( Caughlin and Brown, (2013), who explored how peer pressure affects

students academic choices. They found that students in high school who were
surrounded

by peer who did not value education were more likely to show poor academic behavior,
like

skipping class or not studying. Students who were in groups where academic success
was
valued tended to perform better academically. Despite these findings there are still gaps
in

knowledge , more research is needed to understand how peer pressure affects different

types of students, such as those with low self-estem or students from different cultural

backgrounds. They still do not fully understand the long term effects of peer pressure,

especially as students transition from high school to higher education or the workforce.

The main issue of peer pressure on academic performance are the students

stress and anxiety from high expectations, loss of focus due to negative influences and
low

self-esteem. It can benefits from students to improve their academic, teachers positive

influence can create a motivated classroom environment and it can benefit also to the

future researchers by gaining insights into how peer influence shapes learning behaviors
it

can be lead to a better academic achievements and long-term societal benefits. It can
be

contribute by providing deeper understanding of how peer pressure affects academic

performance, it can identify strategies to positive peer influence to improve motivation,

reduce stress, and prevent harmful behaviors like cheating. A study on peer pressure
and

academic performance can help schools create programs to reduce negative influences,

while contributing to theories on how social groups affect individual behavior and

motivation. It is relevant to conduct this study because peer pressure continues to play
a

significant role in student’s academic performance, especially with the rise of social
media

and changing school environments, which can amplify these influences.

The question this research addresses is how peer pressure affects

student’s academic performance, arguing that it can be both helpful or harmful. Peer
pressure can have a significant impact on academic performance, both positive and

negative, depending on the nature of the peer influence, and understanding this can help

create better support systems for students. The main objectives of the study is to
explore

how peer pressure affects academic motivation and performance, and to provide

recommendations for supports their academic success. Psychological research on social

influence and conformity shows that peer groups significantly impact individual behavior,

including academic decisions. This study’s focuses on investigating the effects of peer

pressure in schools, and giving helpful advice based on the findings.

Statement of the Problem

This study aims to assess the effect of peer influence in teenager’s

behavior and decision making. Specifically, this study will investigate the following
research

questions.

1. How do teenager describe the influence of their peers on their decision related to
school,

friendships, and personal values?

2. What factors do teenager believe contribute to positive peer influence?

3. How do students describe the effect of peer relationships on their our-all well-being?

Scope and Delimitation

This aims to explore how peer influence shapes the decision and

behavior s of teenagers and to better understand the role of peer pressure in areas. By

examining the effects of friendships, social media and group discussions. This study will

involve teenagers age 12 to 15 years old. The research will take place will take place
over 3
months, with data collected through interviews, primarily in junior high school at labo

national high school.

This guide on understanding peer influence focuses on teenagers

aged 12-15, exploring how peer pressure affects. It excludes younger children or even a

senior high students and focuses solely on junior high students. This study specifically

addresses peer pressure in social settings like school and online environments. This
study

focuses were set to ensure relevance and critical adolescent, where peer influence plays
a

pivotal role.

Chapter 3

Research Design

This research study employ qualitative narrative research as it

research design to explore peer influence among teenagers because it allows individuals
to

share their personal experiences, how peer influence shape their behaviors. This focuses

on the lived experiences of teenagers, which helps show hoe peer influence is
complicated

and personal. Narrative research can uncover the emotional and social factors that

contribute to peer pressure and decision making. It emphasizes the voices of teenagers,

allowing them to express their perspective and feelings. Narrative research enable a

detailed understanding of the individual and collective experiences that define peer

influence in the lives of teenagers.

Research Locale

The research will be conducted at Labo National High School,

located at Labo Ozamiz City. This locale is ideal for the study as it serves a diverse
group of

teenagers who are influenced by peer interactions in their daily lives. The significance of

this location lives in its typical representation of a public high school in a semi-urban
area,

where peer pressure play a significant role in shaping student’s behaviors and decision-

making. The physical environment consists of functional buildings, including classrooms,

a library and an open field for extracurricular activities, all of which provide various

settings for observing peer influence in action.

The study locale is easily accessible to the researcher, situated just

a few kilometers from the city center. The participants in the study are students age 12
to

15, who actively experience peer influence in different areas, such as academics, social

activities and, personal decisions. These teenagers are essential to understanding the

effects of peer pressure on their choices and overall well-being. While the school offers

valuable insight, the rural- urban mix of the community may introduce some limitations
in

terms at generalizability to other settings, particularly those that are more urban or rural
in

nature.

Participants of the Study

The participants in this study were selected using purposive

sampling to explore the effects of peer influence on decision-making and behavior

among

teenagers. A total of 5 female and 5 male were chosen based on specific criteria. The

participants are all junior high students. The sample represented both positive and

negative aspects, including encouragement to study and invitations to social gathering

that may not align with their preferences. Some of the participants were selected for

substantial experiences; which providing a different opinions, experiences, and insights

on navigating peer influence that they have encountered several times. The sample

comprises individuals with differing relationship status and religious background (catholic

and INC), yielding rich experiential data from their experiences.

Participants 1

A 14 year-old students, she/he shared about how peer pressure gives stress.

Participants 2

A 15 year-old students, she/he shared about her/his experience in peer pressure being
left

out with his/her friends because she cannot go out with them.

Participants 3

A 15 year-old, she/he shared his/her experience with peer pressure, revealing how

surrounding factors had become ingrained habits.

Participants 4

A 15 year-old students, shared that she/he “ try to adapt, what matters is what’s around

you, even if the surroundings change, as long as you’re not left behind”.

Participants 5

A 14 year-old student, shared about his/her experience that school friends motivate you
to

excel academically, where as external influences can be detrimental.

Participants 6

A 14 year-old student, shared his/her experience that peer pressure influence her that
you

don’t have to change yourself for others.

Participants 7

A 14 year-old student, shared her/his experience that we have our own unique, we
should
accept our self and the freedom that we will do.

Participants 8

A 14 year-old student, shared that fitting on a circle of friends is making her/his tired.

Participants 9

A 15 years-old student, shared his/her that peer pressure influence is a normal thing for

him.

Participant 10

A 15 year-old student, shared his/her experience that he is just laughing about anything

that peer influence affect him.

Sampling Procedure

The researcher utilized a purposive sampling strategy to ensure that the

researcher selected participants who were most relevant to the study’s focus on peer

dynamics among teenagers. The selection criteria specifically targeted teenagers in

junior

high school who were at a development stage where peer influence is most prominent,

typically aged between 12 to 15, and who actively participate in social groups where
peer

interactions are frequent such as school or extracurricular activities. This targeted

approach allowed the researcher to gain insights from individuals who could provide

valuable perspectives on the specific ways in which peers influence behavior, decisions
and

social norms. Participants were chosen based on their ability to represent a broad range
of

experiences within the teenager demographic, including varied social backgrounds and

engagement levels in peer networks.

Data Gathering Procedure

The data gathering procedure for this study utilized a qualitative

Research design, focusing on the exploration of peer influence among teenagers. Data
were

collected through in-depth, semi-structured interviews, which allowed for open-ended

responses, enabling participants to provide detailed insights. A purposive sampling

technique was a variety used to select 10 participants who had direct experience with
peer

influence, ensuring a variety of perspectives on the topic. The interviews were

conducted in

person to create a comfortable and interactive environment for the participants.

The data collection process took one week to complete, with interviews

lasting approximately 45 to 60 minutes. Informed consent was obtained from all

participants prior to the interviews, ensuring they understood the study’s purpose and
their

rights. The interview guides were carefully developed to include open-minded question,
and

the interviews were recorded with participant’s consent to ensure accurate data
collection.

The responses were transcribed verbatim, analyzed for recurring themes, and coded

manually to gain a deeper understanding of the participant’s experiences with peer

influence.

Data Analysis

In our research on peer influence among teenagers, we conducted

interviews to explore how peer relationships affect their decision-making. After

transcribing

the interviews, we began coding the data, identifying key themes such as
"encouragement,"

"offer emotional assistant," and "affect mental health." We grouped the codes into
broader

themes like "Positive Peer Influence," which highlighted how supportive peers
encouraged
healthy behaviors, and "Negative Peer Influence," where participants discussed risky

behaviors influenced by peers. The analysis revealed that peer influence is a significant

factor in shaping both positive and negative behaviors among teenagers. Many
participants

shared that they often felt pressure to conform to their peer group, particularly when

seeking social acceptance. Ultimately, the findings emphasize the importance of

fostering

self-confidence in teenagers to help them make decisions aligned with their values, as
well

as the need for supportive peer groups that encourage positive behaviors.
 Chapter 4

SOP1: How do teenager describe the influence of their peers on their decisions
related

to school, friendships, and personal values?

Presentation

Participant 1

When my friend “encouraged me to study together” as a group, I was initially hesitant

because I thought I worked better alone. After arguing it a try, I found that working with
them made understanding the material easier, and we all performed better in our exams.

Participant 2

My friend influence me through their advice, “they encourage me to push my limits and

stay positive when I uncertain”.

Participant 3

“Ing- ani sugod atong grade 9 na influensyahan ko magtarong ug eskwela kay sila angat-

angat ilang grado kaysa nako sugod ato nafeel nako nga maningkamot lang kog eskwela

then, nagsabay mi, then daghan mig na nga nahibal-an nga knowledge”.

Participant 4

“Encourage ka nila nga maghimo ug mga homework”. Sometimes tapulan mangud ko

maghimo kay kapoy, then lnaa ra sila mo help sa akoa or tabangan ko nila ug answer
ana

nga things/problem.

Participant 5

My friend influences me by their opinions and attitudes about the decisions that I make,

“they support me when I’m feeling down and encourage me to try new things”.
Participant 6

The positive influence my friends have on me comes from “their support and

Encouragement”. But when they start taking advantage of other or being unfair, it really

affects me in a negative way.

They always have opinions and actions that “motivate me to make decisions, like

supporting me in my school sports” and leagues. In the end, it helped me choose the
right

path that led to my success.

Participant 8

“Encourage ka nga you will do you your best sa schoolwork” para maka-excell ka sa mga

klase ug para mo higher imong performance.

Participant 10

“Encourage ka nilag study” kay always man ka mag-cellphone.

Analysis

Based on the presented data from the interview result is the responses from the

Participants highlight the significant role in encouragement and support in their

academic

Journey. Many participant emphasized the important of motivation, whether through

direct

Encouragement to study, pushing their limits, or staying positive. Other valued emotional

support, particular during challenging times, demonstrating the impact of having a

strong

support system. Additionally, some response show the influence of peer in decision-
making
especially in academic and extracurricular activities like sports.

Interpretation

The responses reveal how deeply students rely on their studies, beyond just

helping with homework or exams, encouragement creates a sense of belonging and

confidence , reinforcing their drive to succeed. Maybe because when students feel

supported, they are, more likely to push themselves, take on challenges, and remain

positive even in difficult times. This underscores the idea that academic success is not
just

an individual effort but a collective one, where friendships and peer influence play crucial

role in shaping one’s academic journey.

Support

This study agrees, peer support plays a crucial role in

enhancing students, academic competence. Their longitudinal study demonstrated that

students where perceive higher levels of peer support tend to exhibit increased
academic

motivation and competence our time. This suggests that encouragement from peers can

positively influence one’s confidence and performance in academic settings (Richard et

al.

(2022).

More over, the influence of peers extends beyond activities. According to

Houndetoungan (2024).Their research found that students participations affected by

their

peers involvement. This peer effect indicates that students are more likely to engage in
and
commit to extracurricular pursuits when they observe their peers doing the some

highlighting the role of social influence in broadening students experiences and skills.

Lastly, According to Pointon- Hoas et al.(2023), peer relationships have ben linked to

students mental health and well-being. Their study found that peer mentoring and peer

learning resulted in reduced anxiety and stress among students. This underscores the

importance of peer support system in fostering not only academic success but also

emotional resilience among students.

SOP 2: What factors do teenagers believe contribute to positive peer

influence?

Presentation:

Participant 1

When they check in on how my studies are going, or when “they encourage me to keep

going” even when things get tough it “boost my confidence”. It makes me feel like I’m
not

alone in whatever I’m facing which “give me the motivation to keep pushing forward”.

Seeing my classmate work hard, stay focused, and achieve their goals “motivate me to
push

myself further”, “their encouragement and advice”, have help me gain more clarity and

confidence in my own aspirations.

Participant 2

“They always encourage me”, “they always check me when I’m down”,” they support me
in

my talent” and “pushed me to keep going”, even when things were tough.

They always helped with my assignment or group project, “their advice me to keep
fighting
and focused on my studies” and they always my no.1 “support when I’m exposing my

talent”.

Participant 4

“Mga encouraging words’, like giingon nila nga today daghan kay mig buhatunon, mo
ingon

sila kaya nimo na kay naa raman pod sila para andam mo help for me.

Participant 5

When my friends shares their own experiences and challenges with me, making me feel
like

we’re in it together, also when I was feeling unsure about a project, my friend took “the
time

to offer advice and even helped me” brainstorm ideas.

Participant 6

The “support and encouragement”, I get from my friends really push me to keep going.
I’m

so grateful for their help, and I always try to be there for them and support their dreams

too.

Participant 7

Those times nga they check me, like simple text lang or call and encourage ko nila, like
go,

kaya nimo na or reminding me that they believe me. “It eally feel motivated and feel

supported para sa akoa”.

“Gi encourage ko niya”, “giving advice when the time nga gusto nako mo give-up”
sakong

academic and also my career.

Participant 8

“The way e-cheer ko nila nga go padayun lang gyud” kanang mga good feedback and

mangu-musta sila nimo kung okay paba o kaya paba.

Same sa akong last questions/ answers, e-cheer gyud ka, grabe gyuf ilang support sa
akoa

and “the way they say nga padayun lang gyud”, I know you can do will.

Participant 9

Maghimo mi og project together, “they always at my side”, saying inspiration words nga

“make me feel care and love”.

I think those times nga daghan ko ug problema and I feel down but wala ko nila byae,
“they

always help me” to do that. “Motivate me to push my academic goals”.

Participant 10

“Supportive kayo sila bisag nagkalisud ko” naa na sila para mo tabang nako. Malipay
kayo

ko.

Analysis

Based on the presented data from the interview, the result from the participants

Indicate that emotional assistance plays a crucial role in their motivation, confidence,
and

perseverance. They highlighted the importance of encouragement, reassurance, and

support in overcoming academic and personal challenges. They feel supported in staying

focused on their studies, developing their talents, and persevering when they feel like
giving

up.
Interpretation

The responses suggest that emotional support and encouragement are critical to

the participant’s ability to overcome challenges and achieve their goals. Maybe because

having a supportive social circle creates a sense of belonging and security, making

individuals feel valued and understood. These positive reinforcement not only build

resilience but also boost enabling individuals to persevere through hardships.

Support

This study agrees with the findings of Smith (2019), who emphasized that emotional

support from peers significantly enhances motivation and self- confidence among

individuals. Similarly, Johnson and Lee (2020) found that students who receive

encouragement from their social circles are more likely to persevere through academic

challenges. According to Martinez (2021), having a strong support system contributes to

resilience, helping individuals stay focused on their goals despite difficulties.

Furthermore, research by Davis and Clark (2022) highlights that emotional assistance

fosters a sense of belonging which is crucial for overall well-being and success. When

individuals feel supported, they develop a positive mindset that enables them to handle

setbacks effectively and maintain their academic and personal growth.

In addition, Wilson (2023), states that peer influence plays a significant role in shaping

one’s confidence and determination. Supportive friendships provide not only motivation
but

also a safe space for individuals to express their struggles and receive reassurance. This

reinforces the importance of emotional assistance in fostering both psychological

resilience

and academic achievement.

SOP 3: How do students describe the effect of peer relationships on their
overall well-

being?

Presentation

Participant 2

When there is a lot of homework to do and my friends always copy my homework,

“they always get mad at me when they have a low scores it impact my mental health”.

Participant 5

I once felt peer pressure to join my friends in going out, even though I didn’t want

To .I went along with it to fit in, but “ it made me feel anxious and demand”. Later I
learned

its okay to say no and take care of myself.

Participant 7

Yes, I experienced those in the past, I remember “feeling nervous all the time” kay

wala ko kabalo unsay sunod nga comment ihatag nila nako. “I feel like their’s something

wrong with me, it affected my self-esteem and confidence and the worst kay na feel nako

nga lonely ko”.

Participant 8

I feel like nasakitan, like mang- judge kay daghang judgemental about satog life
even

they really know what was the true story. Yes, naka experienced kog left- out sakong

friends labi na anang dili nimo ka humor and “masakitan sab ko if naa na syay laing

barkada” kay naka- experienced ko ana, then I was grade 6 at that time, before mo

graduate, he said that even thou where not classmates where not same school,
bestfrieds

gihapon me and pagka grade 7 naka kita siyag new friends and also me naka meet ko
new
friends.

Participant 10

Oo, sama anang wala unsaa, “mo kalit lang og katawa atubangan nako, then maka

feel ko nga nay wrong sa akoa” or dli sila ganahan nako.

Analysis

Based on the presented data from the interview, the results show that negative

social interactions can affect mental health, such as harsh words, left- out, feeling
judged,

impact the participants mental well- being. They experience anxiety, low self- esteem,

loneliness and pressure, which affect their confidence and sense of belonging.

Interpretation

The results suggest that social interactions play a major role in shaping an individuals

well- being. When people feel left out or judged, they may experience lack of
confidence ,

anxiety, and loneliness. Maybe because they want to be liked and accepted by others. If

people are always rejected or criticized, they start to feel bad about themselves, leading
to

emotional pain.

Support

This study agrees with the findings of Smith and Lee (2019), who stated that

negative peer interactions contribute to increased anxiety and lower self- confidence.
When

individuals feel left out or judged, their perception of self- worth declines, making them

more vulnerable to mental health struggles.

 In addition, Johnson (2020) emphasized that social exclusion can lead to emotional

distress and self- isolation. When people feel unaccepted in their environment, they may

withdraw, leading to further emotional struggles.

Furthermore, according to Garcia and Torres (2021), peer relationships significantly

influence one’s self- esteem. A lack of positive social connections can lead to feelings of

loneliness and self- doubt, reinforcing negative thought about oneself.

Chapter 5

Research Questions:

1. How do teenager describe the influence of their peers on their decisions related to
school,

friendships and personal values?

2. What factors do teenagers believe contribute to positive peer influence?

3. How do students describe the effect of peer relationships on their overall well- being?

Summary of the Findings

The study explored how teenagers describe the influence of their peers on their

decisions related to school, friendships, and personal values. Thematic analysis revealed

three key themes: (1) Helping each other, (2) Encouragement, and (3) Leadership.

Encouragement was the most common response, as many participants shared their
peers

motivate them to study, help them with schoolwork, and provide emotional support,
others

mentioned that their friends guide them in making decisions, whether in academics,
sports,

or personal values. Some also highlighted that working together as a team leads to
better

results in their studies and personal growth.

In examining the factors that contribute to positive peer influence, three main

themes emerged: (1) Shared experiences, (2) Offering Emotional Assistance, and (3)

Collaboration through shared tasks. Among these, Offering Emotional Assistance was the

most common factor. Participants expressed that their friends encourage them, check on

them when they feel down, and give advice during difficult times. Many also mentioned
that

their peers push them to keep going, support their talents, and help with academic

responsibilities like group studies and projects. These findings suggest that emotional

encouragement and teamwork play a crucial role in positive pee influence.

When discussing the effects of peer relationships on their overall well- being,

participants identified three major themes: (1) Feeling left out, (2) Discomfort, and (3)

Effects on mental health. The most significant impact mentioned was on mental health,

with many participants sharing experiences of stress, anxiety and self-doubt due to peer
pressure or exclusion. Some felt pressured to fit in, while others struggled with feelings
of

loneliness when left out of their social circles. Despite a few participants mentioning

supportive friendships, the findings highlight that peer relationships can have both
positive

and negative effects on teenagers emotional well- being.

Conclusions

This study found that peer influence plays a significant role in teenagers decisions,

friendships and personal values. Encouragement and emotional support from peers

positively impact academic motivation, teamwork and personal growth. However, peer

relationships can also have negative effects, particularly on mental health, when
teenagers

feel excluded or pressured to conform. Overall, peer influence can be both beneficial and

challenging, highlighting the importance of fostering supportive and inclusive

friendships.

Recommendations

To help teenagers navigate peer influence, schools and parents should promote positive

friendships by encouraging collaboration, emotional support and leadership among

students. Mental health programs should be implemented to address the negative

effects of

peer pressure and social exclusions. Future research could explore straights to
strengthen

resilience in teenagers and foster healthier peer relationships.