peer pressure in students life essay

Peer Pressure Essay for Students and Children

500+ words essay on peer pressure.

Peer pressure can be both negative and positive. Because if a person is a peer pressuring you for a good cause then it is motivation. Motivation is essential for the growth of a person. While peer pressure for a bad cause will always lead you to a disastrous situation.

Therefore it necessary for a person to not get influenced by the people around them. They should analyze the outcome of the deed in a strict manner. So that they no may commit anything harmful for themselves. As this world is full of bad people, so you need to be careful before trusting anybody.

Advantages of Peer Pressure

Peer pressure is advantageous in many ways. Most importantly it creates a sense of motivation in the person. Which further forces the person to cross the barrier and achieve something great. Furthermore, it boosts the confidence of a person. Because our brain considers people’s opinions and makes them a priority.

Many salesmen and Entrepreneurs use this technique to influence people to buy their products. Whenever we are in a social meet we always get various recommendations. Therefore when a person gets these recommendations the brain already starts liking it. Or it creates a better image of that thing. This forces the person to buy the product or at least consider it.

This peer pressure technique also works in creating a better character of a person. For instance, when we recommend someone for a particular job, the interviewer already gets a better image of that person. Because he is recommended by a person the interviewer trusts. Therefore there is a great chance of that person to get hired.

Above all the main advantage of peer pressure can be in youth. If a young person gets influenced by an individual or a group of people. He can achieve greater heights in his career.

Get the huge list of more than 500 Essay Topics and Ideas

Disadvantages of Peer Pressure

There are various disadvantages of peer pressure which can harm a person in many ways. If any person is not willing to perform a task then the peer pressure can be frustrating to him.

Furthermore, peer pressure should not be in an excessive manner. Because it lands a negative impact on the person. A person should be of the mindset of listening to himself first. While considering opinions in favor of him.

Peer pressure in youth from a bad company can lead a person to a nasty situation. Furthermore, it can also hamper a student’s career and studies if not averted. Youth these days are much influenced by the glamorous life of celebrities.

And since they follow them so much, these people become their peers. Thus they do such things that they should not. Drugs and smoking are major examples of this. Moreover most shocking is that the minors are even doing these things. This can have adverse effects on their growth and career.

It is necessary to judge the outcome of a deed before getting influenced by peers. Furthermore, peer pressure should always be secondary. Your own thoughts and wants should always have the first priority.

Q1. What is peer pressure?

A1 . Peer pressure is the influence on people by their peers. As a result, people start following their opinions and lifestyle. Furthermore, it is considering a person or his opinion above all and giving him the priority.

Q2. Which sector of the society is the peer pressure adversely affecting?

A2 . Peer pressure has adverse effects on the youth of society. Some false influencers are playing with the minds of the youngsters. As a result, the youth is going in the wrong direction and ruining their career opportunities.

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

25,000+ students realised their study abroad dream with us. Take the first step today

Meet top uk universities from the comfort of your home, here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

• School Education /

Essay on Peer Pressure: 100, 200, and 450 Word Samples in English

• Updated on  
• Mar 2, 2024

Have you ever done something just because your friends or peers have done it? Say, watched a movie or TV series, visited places, consumed any substance, or academic achievement. This is a classic example of peer pressure. It means you are influenced by your peers or people around you.

Peer pressure can be both positive and negative, but mostly, it has negative effects. Peer pressure often occurs during adolescence or teenage years when individuals are more susceptible to the opinions and actions of their peers. Sometimes, peer pressure can lead to serious consequences. Therefore, we must deal with peer pressure in a civilized and positive way. 

On this page, we will provide you with some samples of how to write an essay on peer pressure. Here are essay on peer pressure in 100, 200 and 450 words.

Table of Contents

• 1 Essay on Peer Pressure in 450 Words
• 2 Essay on Peer Pressure in 200 Words
• 3 Essay on Peer Pressure in 100 Words

Master the art of essay writing with our blog on How to Write an Essay in English .

Essay on Peer Pressure in 450 Words

‘Be true to who you are and proud of who you’re becoming. I have never met a critic who was doing better than me.’ – Jeff Moore

Why do we seek recognition? Why do we want to fit in? Why are we not accepting ourselves in just the way we are? The answer to these questions is almost the same; peer pressure. Peer pressure is the influence of our peers in such a way, that we wish and try to do things in the same way as others did. 

Negatives and Positive Peer Pressure

Peer pressure can have positive and negative effects. Positive peer pressure can result in better academic performance, personal growth and development, etc. We can be a source of inspiration to our friends or vice versa, which can result in better academic growth, adopting healthier lifestyles, and engaging in community service. For example, you are part of a group collaborating on a community project that demonstrates the constructive influence of peer interaction. This can encourage a sense of purpose and shared responsibility.

Negative Peer Pressure is the opposite of positive peer pressure. In such cases, we are influenced by the negative bad habits of our peers, which often result in disastrous consequences. Consider the scenario where one of your friends starts smoking simply to conform to the smoking habits of his peers, highlighting the potentially harmful consequences of succumbing to negative influences.

How to Deal With Peer Pressure?

Peer pressure can be dealt with in several ways. The first thing to do is to understand our own values and belief systems. Nobody wants to be controlled by others, and when we know what is important to us, it becomes easier to resist pressure that goes against our beliefs.

A person with self-esteem believes in his or her decisions. It creates a strong sense of self-worth and confidence. When you believe in yourself, you are more likely to make decisions based on your principles rather than succumbing to external influences.

Choosing your friends wisely can be another great way to avoid peer pressure. Positive peer influence can be a powerful tool against negative peer pressure.

Building the habit of saying ‘No’ and confidently facing pressure in uncomfortable situations can be a great way to resist peer pressure. So, it is important to assertively express your thoughts and feelings. 

Peer pressure can have different effects on our well-being. It can contribute to personal growth and development, and it can also negatively affect our mental and physical health. We can deal with peer pressure with the necessary skills, open communication, and a supportive environment. We must act and do things in responsible ways.

Also Read: Essay on Green Revolution in 100, 200 and 500 Words

Essay on Peer Pressure in 200 Words

‘A friend recently started smoking just because every guy in his class smokes, and when they hang out, he feels the pressure to conform and be accepted within the group. However, he is not aware of the potential health risks and personal consequences associated with the habit. 

This is one of the many negative examples of peer pressure. However, peer pressure can often take positive turns, resulting in better academic performance, and participation in social activities, and physical activities. 

Dealing with peer pressure requires a delicate balance and determination. Teenagers must have alternative positive options to resist negative influences. Developing a strong sense of self, understanding personal values, and building confidence are crucial components in navigating the challenges posed by peer pressure.

Learning to say ‘No’ assertively can be a great way to tackle peer pressure. You must understand your boundaries and be confident in your decisions. This way, you can resist pressure that contradicts your values. Also, having a plan in advance for potential pressure situations and seeking support from trusted friends or mentors can contribute to making informed and responsible choices.

‘It is our choice how we want to deal with peer pressure. We can make good and bad decisions, but in the end, we have to accept the fact that we were influenced by our peers and we were trying to fit in.’

Essay on Peer Pressure in 100 Words

‘Peer pressure refers to the influence of your peers. Peer pressure either be of positive or negative types. Positive peer pressure can encourage healthy habits like academic challenges, physical activities, or engaging in positive social activities. Negative peer pressure, on the other hand, can lead us to engage in risky behaviours, such as substance abuse, reckless driving, or skipping school, to fit in with our peers.’

‘There are many ways in which we can deal with peer pressure. Everyone has their personal beliefs and values. Therefore, they must believe in themselves and should not let other things distract them. When we are confident in ourselves, it becomes easier to stand up for what we believe in and make our own choices. Peer pressure can be dealt with by staying positive about yourself.’

Ans: ‘Peer pressure refers to the influence of your peers. Peer pressure either be of positive or negative types. Positive peer pressure can encourage healthy habits like academic challenges,, physical activities, or engaging in positive social activities. Negative peer pressure, on the other hand, can lead us to engage in risky behaviours, such as substance abuse, reckless driving, or skipping school, to fit in with our peers.’

Ans: Peer pressure refers to the influence of our peers or people around us. 

Ans: Peer pressure can have both positive and negative effects on school children. It can boost academic performance, encourage participation in social activities, adopt healthier lifestyles, etc. However, peer pressure often results in risky behaviours, such as substance abuse, unsafe activities, or other harmful behaviours.

Related Articles

For more information on such interesting speech topics for your school, visit our speech writing page and follow Leverage Edu .

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Contact no. *

Connect With Us

25,000+ students realised their study abroad dream with us. Take the first step today.

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

January 2024

September 2024

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Have something on your mind?

Make your study abroad dream a reality in January 2022 with

India's Biggest Virtual University Fair

Essex Direct Admission Day

Why attend .

Don't Miss Out

• Undergraduate
• High School
• Architecture
• American History
• Asian History
• Antique Literature
• American Literature
• Asian Literature
• Classic English Literature
• World Literature
• Creative Writing
• Linguistics
• Criminal Justice
• Legal Issues
• Anthropology
• Archaeology
• Political Science
• World Affairs
• African-American Studies
• East European Studies
• Latin-American Studies
• Native-American Studies
• West European Studies
• Family and Consumer Science
• Social Issues
• Women and Gender Studies
• Social Work
• Natural Sciences
• Pharmacology
• Earth science
• Agriculture
• Agricultural Studies
• Computer Science
• IT Management
• Mathematics
• Investments
• Engineering and Technology
• Engineering
• Aeronautics
• Medicine and Health
• Alternative Medicine
• Communications and Media
• Advertising
• Communication Strategies
• Public Relations
• Educational Theories
• Teacher's Career
• Chicago/Turabian
• Company Analysis
• Education Theories
• Shakespeare
• Canadian Studies
• Food Safety
• Relation of Global Warming and Extreme Weather Condition
• Movie Review
• Admission Essay
• Annotated Bibliography
• Application Essay
• Article Critique
• Article Review
• Article Writing
• Book Review
• Business Plan
• Business Proposal
• Capstone Project
• Cover Letter
• Creative Essay
• Dissertation
• Dissertation - Abstract
• Dissertation - Conclusion
• Dissertation - Discussion
• Dissertation - Hypothesis
• Dissertation - Introduction
• Dissertation - Literature
• Dissertation - Methodology
• Dissertation - Results
• GCSE Coursework
• Grant Proposal
• Marketing Plan
• Multiple Choice Quiz
• Personal Statement
• Power Point Presentation
• Power Point Presentation With Speaker Notes
• Questionnaire
• Reaction Paper

Research Paper

• Research Proposal
• SWOT analysis
• Thesis Paper
• Online Quiz
• Literature Review
• Movie Analysis
• Statistics problem
• Math Problem
• All papers examples
• How It Works
• Money Back Policy
• Terms of Use
• Privacy Policy
• We Are Hiring

The Effects of Peer Pressure on Students, Essay Example

Pages: 3

Words: 761

Hire a Writer for Custom Essay

Use 10% Off Discount: "custom10" in 1 Click 👇

You are free to use it as an inspiration or a source for your own work.

There are no simple answers to the effects of peer pressure on students.  It would be unfair to say that most peer pressure results in unwise decisions, as it is often generalized within current culture.  Peer pressure transforms a student in a unique manner.  The current analysis will examine the most dangerous effects of peer pressure on students, as well as the general negative and positive effects.

Dangerous Effects of Peer Pressure

There are a number of dangerous effects that peer pressure can have on students.  These effects are often felt within media and schools, which is where the perceived dangers of peer pressures lie, according to most.  However, they certainly cannot be disregarded due to the truth of these concerns.

Alcohol is felt within the consequences of peer pressure in students.  With regards to underage drinking, this is a significant problem within students, especially in high school and college.  The habits and commonplace of underage drinking is established in high school, which is then perpetuated to one’s college years.

Partying in general is another example of the more dangerous effects of peer pressure.  Younger students at parties are around others who are unsupervised, which makes them more susceptible to peer pressure.  Thus, items like drinking and other inappropriate behavior are accepted in one’s social circle.  Peer pressure is commonly seen at parties, which is where a number of dangerous activities occur.

Sex is also another example of the negative effects of peer pressure.  Students are having sex at a younger age, resulting in items like teenage pregnancies.  As underage and unprotected sex becomes accepted in social circles, peer pressure often has an effect on students in this way as well.

General Negative Effects

There are a number of generally negative effects that peer pressure can have on a student’s development.  Beyond the more dangerous effects, at least in regards to the more clearly defined negative effects, a number of underlying effects of peer pressure can be seen with students.  The dynamics that are presented in peer pressure in students can unfortunately be quite negative.

Peer pressure can often drown out the opinion of one.  When students are engaged in certain social circles, it is not uncommon to see the unfair treatment of individuals.  Certain individuals, whether they are not liked, ignored, or just not seen, are often unable to relate to others.

Peer pressure also removes the choices that one should be able to make.  A number of events and activities that students are involved in are done on a social level.  Such activities remove the healthy choices that enable students to seek adventure and healthy activities, instead of what is expected or on schedule.

The underlying negative dynamic of peer pressure is the ultimate undermining of individuality.  Peer pressure has the unfortunate effect of removing one’s own will and desires, in order to become accepted or liked within a social circle.  As seen in these negative examples and in the more dangerous illustrations, the individual is often casted our in peer pressure.  As a result, one is left to follow others in that of peer pressure.

General Positive Effects

Peer pressure can of course have positive effects on students.  While this is often not portrayed, it rings true for many students.  It can often push and help one to realize or perform something, to help someone thrive with the help of others.

Peer pressure can help individuals in more difficult periods.  Friends are there to help someone in tough times, and peer pressure can help someone who needs wise council.  Many students, who are involved with the right people, are able to enjoy the positive relationships when they need them the most.

Some activities driven by peer pressure can help students get involved.  Activities and functions can be great for the social development of a student.  Peer pressure, even when applied outside of one’s comfort zone, can ultimately be beneficial.

Peer pressure can also help individuals make the right choices.  When students face difficult choices in their life, they often rely on their friends.  In this manner peer pressure can help persuade one to the right decision, allowing their friend to see the positive way to react to an important choice.

It is unfortunate that peer pressure is often regarded in one dimension.  While there are certainly negative effects of peer pressure, such as those that undermine one’s individuality and encourage dangerous practices, peer pressure can help an individual develop through the difficult times as a student and a person.  Centered on surrounding oneself with positive influences, peer pressure can rise above the negative effects to institute healthy social and personal steps of one’s development.

Stuck with your Essay?

Get in touch with one of our experts for instant help!

Restructuring For Growth, Research Paper Example

Just Web Internet Policy Manual, Essay Example

Time is precious

don’t waste it!

Plagiarism-free guarantee

Privacy guarantee

Secure checkout

Money back guarantee

Related Essay Samples & Examples

Voting as a civic responsibility, essay example.

Pages: 1

Words: 287

Utilitarianism and Its Applications, Essay Example

Words: 356

The Age-Related Changes of the Older Person, Essay Example

Pages: 2

Words: 448

The Problems ESOL Teachers Face, Essay Example

Pages: 8

Words: 2293

Should English Be the Primary Language? Essay Example

Pages: 4

Words: 999

The Term “Social Construction of Reality”, Essay Example

Words: 371

• Skip to main content

India’s Largest Career Transformation Portal

Essay on Peer Pressure for Students in English [500+ Words]

January 2, 2021 by Sandeep

Essay on Peer Pressure: Building up of negative influences within young adolescent minds to excel among peers is called peer pressure. It can create disturbed mind patterns and lead a person to suicidal thoughts, stress and depression. The outcome of such behaviour can negatively alter a person’s behaviour. It may misguide him to consume alcohol and drugs and risk his own life. It may also lead to anti-social behaviours amongst teenagers pushing them into criminal activities.

Essay on Peer Pressure 500 Words in English

Below we have provided Peer Pressure Essay in English, suitable for class 5, 6, 7, 8, 9 and 10.

It’s Better To Walk Alone Than With A Crowd Going In The Wrong Direction. – Diane Grant

Human beings are social animals. We all make a lot of relations in our life. In choosing some relationships, we do not have a choice, but for some others, we do. Making friends and hanging out with them at school and other places is fun but we need to choose our friends wisely. Suppose your friend calls you to the basement stairs of the school and asks you to share a cigarette with him. You deny it. But then he says that if you do not smoke, he will spread your secrets in the whole class. This is known as peer pressure.

It is getting someone to do something that they might not like to do or might not be comfortable doing. Peer pressure is not always bad. Sometimes, it even makes you want to put in more effort and reach your potential. Positive peer pressure is beneficial and healthy, but it is the negative side of it, that can prove to be harmful. School children and teenagers are more prone to peer pressure. This is the age where they indulge themselves in alcohol, smoking, drugs, ragging, beating up others, stealing and what not!

Hence, it becomes necessary first to identify when we are trying to be peer pressured. We should know how to recognise when someone is trying to make us a victim of this. Whenever you feel like this, remember to ask yourself some questions. Is this right what they are asking me to do? Does it feel wrong to me? Am I uncomfortable while doing this? Would I still do this if my parents or some adult were around? There are many ways in which your friends can pressurise you. They may blackmail, threaten or even bribe you. But you should know what is right for you and that saying “NO” has so much power.

Negative Effects of Peer Pressure

Peer pressure can harm us. It results in grades at school getting lowered, a disrespect towards our parents, teachers and other adults, resorting to violent or aggressive acts and bunking or skipping classes. It may even lead to us getting addicted to various harmful substances and becoming insensitive towards others and their feelings. Imagine that you are playing with your friends in the park and your parents have told you to be back home by 7:00 p.m. But as soon as you say to your friends that you are leaving, one of them forces you to come to his house to play video games.

He says that if you do not agree to go, then you and he are no longer friends. What do you do in such a situation? Do you give in and go to his house and disobey your parents? Or do you make him understand that you must be home today and maybe tomorrow you can come to his house after taking permission from your mom and dad? There are numerous ways to resist peer pressure, and we should not hesitate to take them. We can simply walk away and even warn others about the consequences of what they are doing. We can say no firmly and also call for an adult in situations we feel that require their help.

Positive Effects of Peer Pressure

On the opposite side, we have good or positive peer pressure which is beneficial for us. If your friends do social work or volunteering, it is apparent that you too would want to indulge in such an activity. Say suppose at the time of after school activities, your friends already in a school sports team encourage you to join in. This is positive peer pressure because on the field; you get to collaborate and work together as a team. Thus, spending your time productively. If you have friends who encourage you to study more when your marks dip, then you indeed have found good friends who look out for you.

Kellogg School of Management at Northwestern University

Social Impact Oct 2, 2018

How peer pressure can lead teens to underachieve—even in schools where it’s “cool to be smart”, new research offers lessons for administrators hoping to improve student performance..

Leonardo Bursztyn

Georgy Egorov

Robert Jensen

Peer pressure can play a huge role in the choices that students make in school, extending beyond the clothes they wear or music they listen to.

Think, for example, of a student deciding whether to participate in educational activities, such as raising their hand in class or signing up for enrichment programs. While these efforts may be good for a college application, they also could affect how classmates perceive the student. Pressure to not seem like a nerd could make kids refrain from taking part. So why, exactly, do some kids shy away from showing effort in front of their peers? In a recent study, Georgy Egorov , a professor of managerial economics and decision sciences at Kellogg, and his collaborators considered two possibilities. In some schools, perhaps kids face a social stigma for publicly making an effort to excel. The researchers called this culture “smart to be cool.” But in other schools, perhaps high achievers are popular, and students feel pressure to do well; in other words, it’s “cool to be smart.” Perhaps counterintuitively, this type of school culture could also cause kids to avoid participating if they do not view themselves as smart and don’t want to reveal their poor grasp of the material. “If social pressure rewards high performance, then they might want to shy away from engaging if they feel unprepared,” Egorov says. The researchers used a mathematical model, as well as a field experiment at three high schools, to confirm their prediction that the reason why students shy away from showing effort can differ depending on which of these two school cultures is predominant. Given that, it is important for administrators to know which culture is stronger at a particular school when designing policies, Egorov says. For example, in a cool-to-be-smart school, students might be more likely to attend an after-school program if it is called “enrichment” rather than “extra help.” But in a smart-to-be-cool school, kids might find it more socially acceptable to seek “extra help” to avoid failing a class than “enrichment,” which suggests trying to excel. Overall, the research suggests that the reasons why some students fail to take advantage of educational opportunities can differ greatly depending on the school’s overall culture. “Many schools have kids who are underperforming,” Egorov says, “but that doesn’t necessarily mean that it’s all the same mechanism at work.”

An Alternate Explanation

The starting point for this research was an influential 2006 paper by Harvard economist Roland Fryer. Fryer was interested in underperformance among minority students, and looked in particular at the role of peer pressure. He found that in some types of schools, African-American and Hispanic students become less popular as their grades increase, while white students become more popular as their grades go up. In situations where studying hard is stigmatized by one’s peers, Fryer concluded, underperforming students may be deliberately trying not to appear engaged in school. But what about schools that have the opposite culture, where kids are admired for being high achievers? Do students there also deliberately downplay a desire to excel? And, if they do, are they doing it for the same reasons as students in smart-to-be-cool schools? To find out, Egorov and his collaborators, Leonardo Bursztyn at the University of Chicago and Robert Jensen at the University of Pennsylvania, first created a mathematical model to represent students in a school.

The reasons why some students fail to take advantage of educational opportunities can differ greatly depending on the school’s overall culture.

The model allowed for two types of school culture, one that rewarded high achievement and one that rewarded a lack of effort. The model also allowed students to choose to sign up for an educational activity, with their choice either being made public or kept private, as well as their performance on it being made public or kept private. Importantly, the researchers also introduced a lottery to the model. Among the students who signed up, some of them would “win” the chance to participate in the activity. The team showed that when the probability of “winning” the activity changed, interesting differences emerged. In the smart-to-be-cool school, one would expect that if signing up and participating in an activity were done publicly, fewer kids would do it because they wouldn’t want to seem like they are trying hard. But what happens when the chances of winning the activity increase? In making their decision, students are weighing two types of benefits: the social perks of their classmates’ approval if they do not appear to be trying to excel vs. the economic perks of getting a better education. When the chances of winning are low, the student is socially stigmatized for signing up and probably will not even receive the educational reward. But if the chances of winning are high, the net benefits increase. While the student still faces disapproval from peers, at least she is more likely to boost her economic prospects. And, under these circumstances, the model predicts that more students would likely sign up. “You are more likely to sign up if at least you get something for that,” Egorov says. In this “public” scenario, increasing the chances of winning would have the opposite effect at a cool-to-be-smart school. Students there benefit socially from signing up: showing they want to participate makes them fit in with the high achievers. So when the probability of winning is low, students can sign up to signal that they are smart without running a big risk that they will actually have to do the activity in public, which could reveal that they are low performers. If the chances of winning—and therefore having their performance made public—are high, they are less likely to sign up. Egorov compares the situation to a teacher asking a question in class. If a low-performing student raises his hand when no one else is doing so, his chances of “winning” participation—that is, being called on by the teacher—are high. So the student is unlikely to take that risk. But if ten other kids have already raised their hands, a low-performing student might do the same to fit in with smart peers, since the teacher probably won’t call on him anyway. “Raising your hand is safe,” Egorov says. “You try to pool with the high performers at low risk.”

Striking Differences

To test these predictions, the team visited 11th-grade classrooms at three high schools in Los Angeles: one that previous research hinted would have a smart-to-be-cool culture, and two others that the team suspected might have a cool-to-be-smart culture. (A subsequent survey of students indeed confirmed that the schools had the predicted cultures.) To run their experiment, the researchers gave 511 students a form that offered the chance to enter a lottery to win a real SAT prep package, which would include a diagnostic test to identify strengths and weaknesses. Some forms said that the sign-up decision and test results would be completely anonymous; others hinted that the results might be visible to classmates. The team also varied the probability of winning the lottery for the package. Some forms said the student had a 75 percent chance, while others listed a 25 percent chance. As expected, fear of peers’ judgment seemed to drive decisions. In both types of schools, when the students’ choice and test results were private, about 80 percent signed up. But in the public scenario, that figure dropped to 53 percent. If the experiment had stopped there, the researchers might have assumed that effort and achievement were stigmatized in all the schools. But when researchers analyzed the results based on whether the probability of winning the lottery was high or low, a very different picture emerged. As their model predicted, changing the chance of winning in the public scenario revealed substantial differences between the two types of schools. In the smart-to-be-cool school, sign-up rates rose from 44 percent to 62 percent when the probability of winning the lottery increased, suggesting that students were willing to risk social stigma only when they thought they stood a good chance of accessing the SAT prep package. But in cool-to-be-smart schools, sign-up rates showed the opposite pattern, dropping from 66 percent to 40 percent.

Tailored Policy Solutions

Egorov is quick to point out that the experiment was done at only three schools, so the findings should not be generalized across schools based solely on their student demographics or other observable factors, such as school location. But, he says, the results suggest that administrators should understand their school’s culture when designing policies. For example, making class participation mandatory in a smart-to-be cool school could reduce the stigma of raising one’s hand. But in a cool-to-be-smart school, the same policy could provoke struggling students to disrupt class so they can avoid participating.

James Farley/Booz, Allen & Hamilton Research Professor; Professor of Managerial Economics & Decision Sciences

About the Writer Roberta Kwok is a freelance science writer based near Seattle.

About the Research Bursztyn, Leonardo, Georgy Egorov, and Robert Jensen. Forthcoming. “Cool to Be Smart or Smart to Be Cool? Understanding Peer Pressure in Education.” Review of Economic Studies .

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Best Family Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Guided Meditations
• Verywell Mind Insights
• 2023 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

What Is Peer Pressure?

Types, Examples, and How to Deal With Peer Pressure

David Young-Wolff/The Image Bank / Getty Images 

• Parental Influence
• Peer Pressure at All Ages
• How to Cope

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.

Usually, the term peer pressure is used when people are talking about behaviors that are not considered socially acceptable or desirable, such as experimentation with alcohol or drugs.

Though peer pressure is not usually used to describe socially desirable behaviors, such as exercising or studying, peer pressure can have positive effects in some cases.

Types of Peer Pressure

In reality, peer pressure can be either a positive or negative influence that one peer, or group of peers, has on another person. The following six terms are often used to describe the types of peer pressure a person may experience.

Spoken vs. Unspoken Peer Pressure

As the name suggests, spoken peer pressure is when someone verbally influences another person to do something. For instance, a teenager might influence their friend to smoke a cigarette by saying, "Come on, one cigarette won't hurt."

Unspoken peer pressure, on the other hand, is when no one verbally tries to influence you. However, there is still a standard set by the group to behave in a certain way.

Even if no one tells the teenager to smoke a cigarette in the example above, the teen may still feel pressured by their peers to partake in the activity because it seems like everyone is doing it.

Direct vs. Indirect Peer Pressure

Direct peer pressure is when a person uses verbal or nonverbal cues to persuade someone to do something. The example mentioned above of a teen handing another teen a cigarette is also an instance of direct peer pressure because the teen on the receiving end must decide on the spot how they're going to respond.

With indirect peer pressure, no one is singling you out, but the environment you're in may influence you to do something. If you're at a party where everyone is drinking, for instance, you might feel pressured to drink even if no one asks you to.

Positive vs. Negative Peer Pressure

Finally, peer pressure can be described as either positive or negative. Positive peer pressure is when a person is influenced by others to engage in a beneficial or productive behavior.

Negative peer pressure is the influence a person faces to do something they wouldn't normally do or don't want to do as a way of fitting in with a social group. People often face negative peer pressure to drink alcohol, do drugs, or have sex.

Examples of Peer Pressure

Peer pressure causes people to do things they would not otherwise do with the hope of fitting in or being noticed.

Things people may be peer pressured into doing include:

• Acting aggressively (common among men)
• Bullying others
• Doing drugs
• Dressing a certain way
• Drinking alcohol
• Engaging in vandalism or other criminal activities
• Physically fighting
• Only socializing with a certain group

Peer pressure or the desire to impress their peers can override a teen or tween's fear of taking risks, according to the National Institute on Drug Abuse for Kids. Risky behavior with drugs and/or alcohol may result in the following:

• Alcohol or drug poisoning
• Asphyxiation
• Driving under the influence (of alcohol or other drugs)
• Sexually transmitted diseases

Behavioral Addiction

People can also feel an internal pressure to participate in activities and behaviors they think their peers are doing, which can put them at risk for the following behavioral addictions:

• Food addiction
• Gambling addiction
• Internet addiction
• Sex addiction
• Shopping addiction
• Video game addiction

In the case of teens, parents are rarely concerned about the peer pressure their kids may face to engage in sports or exercise, as these are typically seen as healthy social behaviors. This is OK, as long as the exercise or sport does not become an unhealthy way of coping, excessive to the point of negatively affecting their health, or dangerous (as in dangerous sports).

What starts out as positive peer pressure may become negative pressure if it leads a person to over-identify with sports, for example, putting exercise and competition above all else.

If taken to an extreme, they may develop exercise addiction , causing them to neglect schoolwork and social activities, and ultimately, use exercise and competition in sports as their main outlet for coping with the stresses of life. This can also lead to numerous health consequences.

Examples of Positive Peer Influence

We tend to hear more about the potentially negative effects of peer pressure. But the reality is, peer pressure can be positive. For instance, two friends might put positive pressure on each other to go to the gym together and stay accountable for their fitness goals.

Teens who volunteer in their community can keep each other motivated to participate. This involvement can lead to exposure to role models and eventually lead to the teens becoming positive role models themselves.

You can also positively peer pressure others by the way you respond to situations. For instance, if your friend is body-shaming another person, you can say, "Actually, it can be really harmful to criticize people's bodies like that."

In turn, your friend might reconsider criticizing people based on their appearance. By simply adhering to your own values and sharing them with a friend, you can positively peer pressure them to think before making a negative comment.

Parental Influence vs. Peer Pressure

Although parents worry about the influence of peers, overall, parents also can have a strong influence on whether children succumb to negative peer pressure.

Rather than worrying about the effects of their children's friendships, parents would do well to focus on creating a positive, supportive home environment. That way, even if your child is peer pressured to do something they don't want to do, they'll feel comfortable coming to you to talk about it first.

Role modeling good emotional self-regulation may also help your child stick to their own values when it comes to peer pressure. Self-regulation involves the ability to control thoughts, emotions, and behaviors in order to manage current behavior and achieve long-term goals.

This will teach your child positive ways of solving problems and coping with uncomfortable feelings, rather than trying to escape by doing things to fit into a crowd. Peer pressure to take potentially harmful risks can be balanced by parents ensuring that they set appropriate boundaries, provide support, and help to avoid risks. A few examples:

• Pick up your child from events where alcohol or drugs may have been consumed.
• Provide balanced, truthful information on issues such as alcohol and drug use.
• Stay involved in your child's life. Believe it or not, you are one of their biggest influences and they listen when you talk.
• Urge the importance of thinking before doing. Teach teens to ask themselves questions like: Could this harm me or someone else? Will this put my health or safety at risk? Is it legal? What are the long-term consequences for my health, family, education, and future?

Peer Pressure Beyond Childhood

Adolescents are particularly vulnerable to peer pressure because they are at a stage of development when they are separating more from their parents' influence, but have not yet established their own values or understanding about human relationships or the consequences of their behavior.

They are also typically striving for social acceptance and are more willing to engage in behaviors against their better judgment in order to be accepted.

However, adults are also vulnerable to peer pressure. Many adults are susceptible to drinking too much because their friends are doing it, or putting work before family because they're competing with other people in their office for a promotion.

The bottom line: Being aware of, and carefully choosing the influence of peers that will lead to healthy and happy experiences is a lifelong process.

How to Deal With Peer Pressure

Dealing with peer pressure can be difficult, but below are some ways to help address it.

Take Your Time

Instead of quickly agreeing to do something you'd rather not do, pause and take a few deep breaths . If someone is waiting for you to answer them, tell them you need to take a few days and think about it. It's easier to resist the pressure when you put some time and space between yourself and the situation.

Consider Your Reasons

When you're faced with a choice, ask yourself what your reasons are for doing something. If it's because all of your friends are doing it and you're afraid they won't talk to you if you don't join them, then you may want to reconsider.

You deserve to surround yourself with supportive people who respect your decisions—not people who pressure you into doing something that doesn't feel right.

Set Boundaries

Saying "no" can be hard, but it's necessary to set healthy boundaries in relationships. If someone persistently pressures you to do something, you can try telling them how it affects you.

For instance, you might say something like, "It upsets me when you offer me a cigarette when you know I don't smoke. I won't be able to keep hanging out with you if you don't respect my answer."

Offer an Alternative

It's possible that a friend who is peer pressuring you simply wants to spend more time with you or connect with you, but they don't know how else to ask.

If they pressure you to do shots with them at the bar when you aren't drinking, for example, you might suggest that you both hit the dance floor instead. Or maybe, you make a plan to go on a hike or to the movies the next time you hang out. That way, you're fulfilling both of your needs in a mutually beneficial way.

Graupensperger SA, Benson AJ, Evans MB. Everyone else is doing it: The association between social identity and susceptibility to peer influence in NCAA athletes .  J Sport Exerc Psychol . 2018;40(3):117-127. doi:10.1123/jsep.2017-0339

Morris H, Larsen J, Catterall E, et al.  Peer pressure and alcohol consumption in adults living in the UK: A systematic qualitative review .  BMC Public Health.  2014;20:1014. doi:10.1186/s12889-020-09060-2

Clark DA, Donnellan MB, Durbin CE, et al. Sex, drugs, and early emerging risk: Examining the association between sexual debut and substance use across adolescence . PLoS ONE. 2020;15(2):e0228432. doi:10.1371/journal.pone.0228432

Stanaland A, Gaither S. “Be a man”: The role of social pressure in eliciting men’s aggressive cognition . Pers Soc Psychol Bull. 2021;47(11):1596-1611. doi:10.1177/0146167220984298

Sabramani V, Idris IB, Ismail H, Nadarajaw T, Zakaria E, Kamaluddin MR. Bullying and its associated individual, peer, family and school factors: Evidence from Malaysian National Secondary School students .  Int J Environ Res Public Health . 2021;18(13):7208. doi:10.3390/ijerph18137208

Kim J, Fletcher JM. The influence of classmates on adolescent criminal activities in the United States .  Deviant Behav . 2018;39(3):275-292. doi:10.1080/01639625.2016.1269563

National Institute on Drug Abuse for Teens. Why Does Peer Pressure Influence Teens To Try Drugs? .

Pamela Rackow, Urte Scholz, Rainer Hornung.  Received social support and exercising: An intervention study to test the enabling hypothesis .  British Journal of Health Psychology , 2015;20(4):763. doi:10.1111/bjhp.12139

Vogel L. Fat shaming is making people sicker and heavier .  CMAJ . 2019;191(23):E649. doi:10.1503/cmaj.109-5758

Dhull P, Beniwal RD. Dealing with peer pressure . Online International Interdisciplinary Research Journal. 2017;7.

By Elizabeth Hartney, BSc, MSc, MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada.  

The Role of Peer Pressure in Adolescents’ Risky Behaviors

• First Online: 28 August 2022

Cite this chapter

• Carlos Andrés Libisch 5 ,
• Flavio Marsiglia 6 ,
• Stephen Kulis 6 ,
• Olalla Cutrín 5 ,
• José Antonio Gómez-Fraguela 5 &
• Paul Ruiz 7  

505 Accesses

1 Altmetric

Peer pressure is defined as the subjective or actual experience of being pressured to do certain things according to certain guidelines of the peer group. Adolescence is the time when a person is most vulnerable to peer pressure. Since 2015 an international group of researchers from the USA and Uruguay have collaborated to develop a culturally adapted version of the keepin’ it REAL (kiR) substance-use prevention curriculum for implementation and testing in Uruguay. The curriculum includes a focus on socially competent ways to navigate peer pressure (Marsiglia et al., 2018 ). This chapter analyzes the peer pressure phenomenon from different theoretical and practical approaches and reports results from a randomized controlled trial of the prevention curriculum in six Uruguayan primary schools.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Akers, R. L., & Jennings, W. G. (2009). The social learning theory of crime and deviance. In M. D. Krohn, A. J. Lizotte, & G. P. Hall (Eds.), Handbook on crime and deviance (pp. 103–120). Springer.

Chapter   Google Scholar  

Alexandrowicz, V. (2021). ESL and cultures resource . University of San Diego. Downloaded from: https://sites.sandiego.edu/esl/latin-american/

Google Scholar  

Arocena, F., & Aguiar, S. (2017). Tres leyes innovadoras en Uruguay: Aborto, matrimonio homosexual y regulación de la marihuana/Three innovative laws in Uruguay: abortion, same-sex marriage and marijuana regulation. Revista de Ciencias Sociales, 30 (40), 43–62.

Bagwell, C. L. (2004). Friendships, peer networks, and antisocial behavior. In J. B. Kupersmidt & K. A. Dodge (Eds.), Children’s peer relations: From development to intervention (pp. 37–57). American Psychological Association. https://doi.org/10.1037/10653-003

Balsa, A. I., Gandelman, N., & González, N. (2015a). Peer effects in risk aversion. Risk Analysis, 35 , 27–43. https://doi.org/10.1111/risa.12260

Article   PubMed   Google Scholar  

Balsa, A., Gandelman, N., & Roldán, F. (2015b). Peer Effects in the Development of Capabilities in Adolescence. CAF – Working paper; 2015/09 . CAF. Retrieved from http://scioteca.caf.com/handle/123456789/820

Bernal, G., Jiménez-Chafey, M. I., & Domenech Rodríguez, M. M. (2009). Cultural adaptation of treatments: A resource for considering culture in evidence-based practice. Professional Psychology: Research and Practice, 40 (4), 361–368. https://doi.org/10.1037/a0016401

Article   Google Scholar  

Beullens, K., & Vandenbosch, L. (2016). A conditional process analysis on the relationship between the use of social networking sites, attitudes, peer norms, and adolescents’ intentions to consume alcohol. Media Psychology, 19 , 310–333. https://doi.org/10.1080/15213269.2015.1049275

Bonta, J., & Andrews, D. A. (2017). The psychology of criminal conduct (6th ed.). Routledge.

Botvin, G. (1990). Substance abuse prevention: Theory, practice, and effectiveness. Crime and Justice, 13 , 461–519.

Brauer, J. R., & De Coster, S. (2015). Social relationships and delinquency: Revisiting parent and peer influence during adolescence. Youth & Society, 47 , 374–394. https://doi.org/10.1177/0044118X12467655

Bronfenbrenner, U. (2005). The bioecological theory of human development. In U. Bronfenbrenner (Ed.), Making human beings human: Bioecological perspectives on human development (pp. 3–15). Sage Publications.

Brown, B. B., & Klute, C. (2003). Friendships, cliques, and crowds. In G. R. Adams & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 330–348). Blackwell Publishing. https://doi.org/10.1002/9780470756607.ch16

Brown, B. B. (2004). Adolescents’ relationships with peers. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 363–394). Wiley. https://doi.org/10.1002/9780471726746.ch12

Brown, E. C., Catalano, R. F., Fleming, C. B., Haggerty, K. P., Abbott, R. D., Cortes, R. R., & Park, J. (2005). Mediator effects in the social development model: An examination of constituent theories. Criminal Behaviour and Mental Health, 15 , 221–235.

Brown, B. B., & Larson, J. (2009). Peer relationships in adolescence. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Vol. 2. Contextual influences on adolescent development (3rd ed., pp. 74–103). Wiley. https://doi.org/10.1002/9780470479193.adlpsy002004

Burk, W. J., van der Vorst, H., Kerr, M., & Stattin, H. (2012). Alcohol use and friendship dynamics: Selection and socialization in early-, middle-, and late-adolescent peer networks. Journal of Studies on Alcohol and Drugs, 73 , 89–98. https://doi.org/10.15288/jsad.2012.73.89

Burt, S. A. (2012). How do we optimally conceptualize the heterogeneity within antisocial behavior? An argument for aggressive versus non-aggressive behavioral dimensions. Clinical Psychology Review, 32 , 263–279. https://doi.org/10.1016/j.cpr.2012.02.006

Burt, S. A., & Klump, K. L. (2014). Prosocial peer affiliation suppresses genetic influences on non-aggressive antisocial behaviors during childhood. Psychological Medicine, 44 , 821–830.

Choleris, E., Guo, C., Liu, H., Mainardi, M., & Valsecchi, P. (1997). The effect of demonstrator age and number on the duration of socially-induced food preferences in house mice. Behavioral Processes, 41 , 69–77.

Church, R. (1959). Emotional reactions of rats to the pain of others. Journal of Comparative and Physiological Psychology, 52 (2), 132–134.

Cohen, L. E., & Felson, M. (1979). Social change and crime rate trends: A routine activity approach. American Sociological Review, 44 , 588–608. https://doi.org/10.2307/2094589

Collins, W. A., & Steinberg, L. (2008). Adolescent development in interpersonal context. In W. Damon & R. M. Lerner (Eds.), Child and adolescent development: An advanced course (pp. 551–590). Wiley.

Couto, B., Salles, A., Sedeño, L., Peradejordi, M., Barttfeld, P., Canales-Johnson, A., Dos Santos, Y. V., Huepe, D., Bekinschtein, T., Sigman, M., Favaloro, R., Manes, F., & Ibanez, A. (2014). The man who feels two hearts: The different pathways of interoception. Social Cognitive and Affective Neuroscience, 9 (9), 1253–1260.

Criss, M. M., Shaw, D. S., Moilanen, K. L., Hitchings, J. E., & Ingoldsby, E. M. (2009). Family, neighborhood, and peer characteristics as predictors of child adjustment: A longitudinal analysis of additive and mediation models. Social Development, 18 , 511–535.

Cutrín, O., Gómez-Fraguela, J. A., Maneiro, L., & Sobral, J. (2017). Effects of parenting practices through deviant peers on nonviolent and violent antisocial behaviours in middle- and late-adolescence. The European Journal of Psychology Applied to Legal Context, 9 , 75–82. https://doi.org/10.1016/j.ejpal.2017.02.001

Cutrín, O., Maneiro, L., Sobral, J., & Gómez-Fraguela, J. A. (2019). Validation of the deviant peers scale in Spanish adolescents: A new measure to assess antisocial behaviour in peers. Journal of Psychopathology and Behavioral Assessment, 41 , 185–197. https://doi.org/10.1007/s10862-018-9710-6

Cutrín, O., Kulis, S., Maneiro, L., MacFadden, I., Navas, M. P., Alarcón, D., Gómez-Fragüela, J. A., Villalba, C., & Marsiglia, F. F. (2020). Effectiveness of the Mantente REAL program for preventing alcohol use in Spanish adolescents. Psychosocial Intervention . https://journals.copmadrid.org/pi/art/pi2020a19

Decety, J., & Chaminade, T. (2003). Neural correlates of feeling sympathy. Neuropsychologia, 41 , 127–138.

DeLisi, M. (2015). Age-crime curve and criminal career patterns. In J. Morizot & L. Kazemian (Eds.), The development of criminal and antisocial behavior: Theory, research and practical applications (pp. 51–63). Springer International Publishing. https://doi.org/10.1007/978-3-319-08720-7_4

Demanet, J., & Van Houtte, M. (2012). School belonging and school misconduct: The differing role of teacher and peer attachment. Journal of Youth and Adolescence, 41 (4), 499–514.

Deniz, M. (2021). Fear of missing out (FoMO) mediate relations between social self-efficacy and life satisfaction. Psicologia: Reflexão e Critica, 34 (1), 1–9. https://doi-org.proxy.timbo.org.uy/10.1186/s41155-021-00193-w

De Wall, F. (2007). Primates y filósofos. La evolución de la moral del simio al hombre . Barcelona.

Dishion, T. J., Spracklen, K. M., Andrews, D. W., & Patterson, G. R. (1996). Deviancy training in male adolescent friendships. Behavior Therapy, 27 , 373–390. https://doi.org/10.1016/S0005-7894(96)80023-2

Dodge, K. A., Coie, J. D., & Lynam, D. (2008). Aggression and antisocial behavior in youth. In W. Damon & R. M. Lerner (Eds.), Child and adolescent development: An advance course (pp. 437–472). John Wiley & Sons.

Eassey, J. M., & Buchanan, M. (2015). Fleas and feathers: The role of peers in the study of juvenile delinquency. In M. D. Krohn & J. Lane (Eds.), The handbook of juvenile delinquency and juvenile justice (pp. 199–216). John Wiley & Sons. https://doi.org/10.1002/9781118513217.ch14

Filardo, V. (Ed.). (2002). Tribus urbanas en Montevideo: nuevas formas de sociabilidad juvenil (1ª ed.). Editorial Trilce.

Fournier, A. K., Hall, E., Ricke, P., & Storey, B. (2013). Alcohol and the social network: Online social networking sites and college students’ perceived drinking norms. Psychology of Popular Media Culture, 2 , 86–95. https://doi.org/10.1037/a0032097

Fox, J., & Moreland, J. J. (2015). The dark side of social networking sites: An exploration of the relational and psychological stressors associated with Facebook use and affordances. Computers in Human Behavior, 45 , 168–176.

Gardner, T. W., Dishion, T. J., & Connell, A. M. (2008). Adolescent self-regulation as resilience: Resistance to antisocial behavior within the deviant peer context. Journal of Abnormal Child Psychology, 36 , 273–284. https://doi.org/10.1007/s10802-007-9176-6

Geusens, F., & Beullens, K. (2016). The association between social networking sites and alcohol abuse among Belgian adolescents: The role of attitudes and social norms. Journal of Media Psychology . https://doi.org/10.1027/1864-1105/a000196

Geusens, F., & Beullens, K. (2017). Strategic self-presentation or authentic communication? Predicting adolescents’ alcohol references on social media. Journal of Studies on Alcohol and Drugs, 78 (1), 124–133. https://doi.org/10.15288/jsad.2017.78.124 . [PubMed: 27936372].

Gonzalez-Pirelli, F., Ruiz, P. (2014). Cognición social. En: A Vasquez, Manual de Psicología Cognitiva (pp. 253–276). : Comisión Sectorial de Enseñanza.

Gottfredson, D. C., Gerstenblith, S. A., Soulé, D. A., Womer, S. C., & Lu, S. (2004). Do after school programs reduce delinquency? Prevention Science, 5 , 253–266. https://doi.org/10.1023/B:PREV.0000045359.41696.02

Granic, I., & Patterson, G. R. (2006). Toward a comprehensive model of antisocial development: A dynamic systems approach. Psychological Review, 113 , 101–131. https://doi.org/10.1037/0033-295X.113.1.101

Guzmán Facundo, F. R., Vargas Martínez, J. I., Candia Arredondo, J. S., Rodriguez Aguilar, L., & Lopez Garcia, K. S. (2019). Influencia De La Presión De Pares Y Facebook en Actitudes Favorecedoras Al Consumo De Drogas Ilícitas en Jóvenes Universitarios Mexicanos. Health & Addictions/Salud y Drogas, 19 (1), 22–30. https://doi-org.proxy.timbo.org.uy/10.21134/haaj.v19i1.399

Hatfield, E., Cacioppo, J., & Rapson, R. (1993). Emotional contagion. Current Directions in Psychological Sciences, 2 , 96–99.

Hecht, M. L., Marsiglia, F. F., Elek-Fisk, E., Wagstaff, D. A., Kulis, S., & Dustman, P. (2003). Culturally grounded substance use prevention: An evaluation of the keepin’t REAL curriculum. Prevention Science, 4 , 233–248.

Heyes, C., Jaldow, E., Nokes, T., & Dawson, G. (1994). Imitation in rats (Rattus norvegicus): The role of demonstrator action. Behavioral Processes, 32 , 173–182.

Herrenkohl, T. I., Lee, J., & Hawkins, J. D. (2012). Risk versus direct protective factors and youth violence: Seattle social development project. American Journal of Preventive Medicine, 43 , S41–S56. https://doi.org/10.1016/j.amepre.2012.04.030

Article   PubMed   PubMed Central   Google Scholar  

Holleran, L. K., Reeves, L., Dustman, P., & Marsiglia, F. F. (2002). Creating culturally grounded videos for substance abuse prevention. Journal of Social Work Practice in the Addictions, 2 , 55–78. https://doi.org/10.1300/J160v02n01_04

INEEd. (2020). Reporte del Mirador Educativo 6. 40 años de egreso de la educación media en Uruguay . INEEd.

Jules, M. A., Maynard, D.-M. B., & Coulson, N. (2021). Youth drug use in Barbados and England: Correlates with online peer influences. Journal of Adolescent Research , 274–310. https://doi-org.proxy.timbo.org.uy/10.1177/0743558419839226

Kreager, D. A., Rulison, K., & Moody, J. (2011). Delinquency and the structure of adolescent peer groups. Criminology, 49 , 95–127. https://doi.org/10.1111/j.1745-9125.2010.00219.x

Kulis, S. S., Nieri, T., Yabiku, S., Stromwall, L., & Marsiglia, F. F. (2007). Promoting reduced and discontinued substance use among adolescent substance users: Effectiveness of a universal prevention program. Prevention Science, 8 , 35–49.

Kulis, S. S., Marsiglia, F. F., Porta, M., Arévalo Avalos, M. R., & Ayers, S. L. (2019). Testing the keepin’ it REAL substance use prevention curriculum among early adolescents in Guatemala City. Prevention Science, 20 , 532–543.

Kulis, S. S., García-Pérez, H. M., Marsiglia, F. F., & Ayers, S. L. (2021a). Testing a culturally adapted youth substance use prevention program in a Mexican border city: Mantente REAL. Substance Use and Misuse, 56 (2), 245–257. https://doi.org/10.1080/10826084.2020.1858103

Kulis, S. S., Marsiglia, F. F., Medina-Mora, M. E., Nuño-Gutiérrez, B. L., Corona, M. D., & Ayers, S. L. (2021b). Keepin’ it REAL – Mantente REAL in Mexico: A cluster randomized controlled trial of a culturally adapted substance use prevention curriculum for early adolescents. Prevention Science, 22 (5), 645–657. https://doi.org/10.1007/s11121-021-01217-8

Laursen, B., Hafen, C. A., Kerr, M., & Stattin, H. (2012). Friend influence over adolescent problem behaviors as a function of relative peer acceptance: To be liked is to be emulated. Journal of Abnormal Psychology, 121 , 88–94. https://doi.org/10.1037/a0024707

Leander, N. P., vanDellen, M. R., Rachl-Willberger, J., Shah, J. Y., Fitzsimons, G. J., & Chartrand, T. L. (2016). Is freedom contagious? A self-regulatory model of reactance and sensitivity to deviant peers. Motivation Science, 2 , 256–267. https://doi.org/10.1037/mot0000042

Le Blanc, M. (2015). Developmental criminology: Thoughts on the past and insights for the future. In J. Morizot & L. Kazemian (Eds.), The development of criminal and antisocial behavior: Theory, research and practical applications (pp. 507–535). Springer International Publishing. https://doi.org/10.1007/978-3-319-08720-7_32

Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 1–17). Wiley. https://doi.org/10.1002/9780470147658.chpsy0101

Magnusson, D., & Stattin, H. (2006). The person in context: A holistic-interactionistic approach. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 400–464). Wiley. https://doi.org/10.1002/9780470147658.chpsy0108

Mahoney, J. L., Stattin, H., & Lord, H. (2004). Unstructured youth recreation centre participation and antisocial behaviour development: Selection influences and the moderating role of antisocial peers. International Journal of Behavioral Development, 28 , 553–560.

Malacas, C., Alfaro, P., & Hernández, R. M. (2019). Factores predictores de la intención de consumo de marihuana en adolescentes de nivel secundaria. Health and Addictions, 2 , 20–27. https://doi.org/10.21134/haaj.v20i2.481

Marsiglia, F. F., & Hecht, M. L. (2005). Keepin’it REAL: An evidence-based program . ETR Associates.

Marsiglia FF, Kulis S, Martinez Rodriguez G, Becerra D, Castillo J. (2009). Culturally specific youth substance abuse resistance skills: Applicability across the US-Mexico.

Marsiglia, F. F., & Booth, J. (2015). Cultural adaptation of interventions in real practice settings. Research on Social Work Practice, 25 , 423–432.

Marsiglia, F. F., Kulis, S., Booth, J. M., Nuño-Gutiérrez, B. L., & Robbins, D. E. (2015). Long-term effects of the keepin’it REAL model program in Mexico: Substance use trajectories of Guadalajara middle school students. Journal of Primary Prevention, 36 , 93–104.

Marsiglia, F. F., Kulis, S., Kiehne, E., Ayers, E., Libisch Recalde, C., & Barros Sulca, L. (2018). Adolescent substance use prevention and legalization of Marijuana in Uruguay: A feasibility trial of the keepin’ it REAL prevention program. Journal of Substance Use, 23, 457-465. Border. Research on Social Work Practice, 19 (2), 152–164.

Marsiglia, F. F., Medina-Mora, M. E., Gonzalvez, A., Alderson, G., Harthun, M., Ayers, S., Nuño Gutiérrez, B., Corona, M. D., Mendoza Melendez, M. A., & Kulis, S. (2019). Binational cultural adaptation of the keepin’ it REAL substance use prevention program for adolescents in Mexico. Prevention Science, 20 , 1125–1135.

McFarland, L. A., & Ployhart, R. E. (2015). Social media: A contextual framework to guide research and practice. Journal of Applied Psychology, 100 , 1653–1677. https://doi.org/10.1037/a0039244

McGloin, J. M. (2009). Delinquency balance: Revisiting peer influence. Criminology, 47 , 439–477. https://doi.org/10.1111/j.1745-9125.2009.00146.x

Meldrum, R. C., & Barnes, J. C. (2017). Unstructured socializing with peers and delinquent behavior: A genetically informed analysis. Journal of Youth and Adolescence, 46 , 1968–1981.

Melgar, A. K., Reynés, M. D., & Paredes-Labra, J. (2017). Plan CEIBAL e inclusión social. Un caso paradigmático/Plan CEIBAL and social inclusion. A paradigmatic case./Plano CEIBAL e inclusão social. Um caso paradigmático. Psicología, Conocimiento y Sociedad, 7 (2), 45–63. https://doi-org.proxy.timbo.org.uy/10.26864/pcs.v7.n2.4

Moffitt, T. E. (2018). Male antisocial behavior in adolescence and beyond. Nature Human Behavior, 2 , 177–186. https://doi.org/10.1038/s41562-018-0309-4

Monahan, K. C., Rhew, I. C., Hawkins, J. D., & Brown, E. C. (2014). Adolescent pathways to co-occurring problem behavior: The effects of peer delinquency and peer substance use. Journal of Research on Adolescence, 24 , 630–645. https://doi.org/10.1111/jora.12053

Nagoshi, J. L., Kulis, S., Marsiglia, F. F., & Piña-Watson, B. (2020). Accounting for linguistic acculturation, coping, antisociality and depressive affect in the gender role-alcohol use relationship in Mexican American adolescents: A moderated mediation model for boys and girls. Journal of Ethnicity in Substance Abuse. https://doi.org/10.1080/15332640.2020.1781732

Nakahashi, W., & Ohtsuki, H. (2017). Evolution of emotional contagion in group-living animals. Journal of Theoretical Biology, 15 (440), 12–20.

Nesi, J., Rothenberg, W. A., Hussong, A. M., & Jackson, K. M. (2017). Friends’ alcohol-related social networking site activity predicts escalations in adolescent drinking: Mediation by peer norms. Journal of Adolescent Health, 60 , 641–647. https://doi.org/10.1016/j.jadohealth.2017.01.009

Nesi, J., Choukas-Bradley, S., & Prinstein, M. J. (2018). Transformation of adolescent peer relations in the social media context: Part 2-application to peer group processes and future directions for research. Clinical Child & Family Psychology Review, 21 (3), 295–319. https://doi-org.proxy.timbo.org.uy/10.1007/s10567-018-0262-9

Nicol, C. (1995). The social transmission of information and behavior. Applied Animal Behaviour Science, 44 , 79–98.

Niland, P., Lyons, A. C., Goodwin, I., & Hutton, F. (2015). Friendship work on Facebook: Young adults’ understandings and practices of friendship. Journal of Community & Applied Social Psychology, 25 (2), 123–137.

Nummenmaa, L., Hirvonen, J., Parkkola, R., & Hietanen, J. (2008). Is emotional contagion special? An fMRI study on neural systems for affective and cognitive empathy. NeuroImage, 43 , 571–580.

Osgood, D. W., Wilson, J. K., O’Malley, P. M., Bachman, J. G., & Johnston, L. D. (1996). Routine activities and individual deviant behavior. American Sociological Review, 61 , 635–655. https://doi.org/10.2307/2096397

Palardy, G. J. (2013). High school socioeconomic segregation and student attainment. American Educational Research Journal, 50 (4), 714–754. https://doi-org.proxy.timbo.org.uy/10.2307/23526103

Patterson, G. R., & Yoerger, K. (1999). Intraindividual growth in covert antisocial behaviour: A necessary precursor to chronic juvenile and adult arrests? Criminal Behaviour and Mental Health, 9 , 24–38. https://doi.org/10.1002/cbm.289

Pérez, A., & Mejía, J. (2015). Evolución de la prevención del consumo de drogas en el mundo y en américa latina . Corporación Nuevos Rumbos. ISBN: 978-958-57904-21.

Peter, J., & Valkenburg, P. M. (2013). The effects of internet communication on adolescents’ psychosocial development: An assessment of risks and opportunities. In E. Scharrer (Ed.), The international encyclopedia of media studies, volume 5: Media effects/media psychology (pp. 678–697). Wiley-Blackwell.

Pilatti, A., Brussino, S. A., & Godoy, J. C. (2013). Factores que influyen en el consumo de alcohol de adolescentes argentinos: un path análisis prospectivo. Revista de Psicología, 22 , 22–36. https://doi.org/10.5354/0719-0581.2013.27716

Reeves, L., Dustman, P., Holleran, L., & Marsiglia, F. F. (2008). Creating culturally grounded prevention videos: Defining moments in the journey to collaboration. Journal of Social Work Practice in the Addictions, 8 , 65–94.

Rubin, K. H., Bukowski, W. M., Parker, J. G., & Bowker, J. C. (2008). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Eds.), Child and adolescent development: An advanced course (pp. 141–180). John Wiley & Sons.

Ruiz, P. (2015). ¿Qué sabemos sobre el contagio emocional?. Definición, evolución, neurobiología y su relación con la psicoterapia. Cuadernos de Neuropsicología, 9 (3), 15–24.

Ruiz, P., Calliari, A., & Pautassi, R. (2018). Reserpine-induced depression is associated in female, but not in male, adolescent rats with heightened, fluoxetine-sensitive, ethanol consumption. Behavioral Brain Research, 21 (348), 160–170.

Ruiz, P. (2019). Estudio de variables cognitivas, neuroendócrinas y consumo de alcohol en modelos animales de trastornos de estados de ánimo, y su contraparte en humanos (Tesis de Doctorado no publicada) . Universidad Nacional de Córdoba.

Sanchez, C., Andrade, P., Bentancourt, D., & Vital, G. (2013). Escala de Resistencia a la presión de los amigos para el consumo de alcohol. Actas de Investigación Psicológica, 3 (1), 917–929.

Sancassiani, F., Pintus, E., Holte, A., Paulus, P., Moro, M. F., Cossu, G., & Lindert, J. (2015). Enhancing the emotional and social skills of the youth to promote their wellbeing and positive development: A systematic review of universal school-based randomized controlled trials. Clinical Practice and Epidemiology in Mental Health, 11 (Suppl 1 M2), 21. https://doi.org/10.2174/1745017901511010021

Scheier, L. M. (2012). Primary prevention models: The essence of drug abuse prevention in schools. In H. Shaffer, D. A. LaPlante, & S. E. Nelson (Eds.), APA addiction syndrome handbook ( Recovery, prevention, and other issues ) (Vol. 2, pp. 197–223). American Psychological Association. https://doi.org/10.1037/13750-009

Snyder, J. J., Schrepferman, L. P., Bullard, L., McEachern, A. D., & Patterson, G. R. (2012). Covert antisocial behavior, peer deviancy training, parenting processes, and sex-differences in the development of antisocial behavior during childhood. Development and Psychopathology, 24 , 1117–1138. https://doi.org/10.1017/S0954579412000570

Steinberg, L. (2017). Adolescence (11th ed.). McGraw-Hill Education.

Subrahmanyam, K., & Šmahel, D. (2011). Digital youth: The role of media in development . Springer. https://doi.org/10.1007/978-1-4419-6278-2

Book   Google Scholar  

Sutherland, E. H. (1972). The theory of differential association. In D. Dressler (Ed.), Readings in criminology and penology (pp. 365–371). Columbia University Press. https://doi.org/10.7312/dres92534-039

Tanner-Smith, E. E., Durlak, J. A., & Marx, R. A. (2018). Empirically based mean effect size distributions for universal prevention programs targeting school-aged youth: A review of meta-analyses. Prevention Science, 19 , 1091–1101. https://doi.org/10.1007/s11121-018-0942-1

Thurow, C. F., Junior, E. L. P., Westphal, R., de São Tiago, F. M. L., & Schneider, D. R. (2020). Risk and protective factors for drug use: A scoping review on the communities that care youth survey. International Journal of Advanced Engineering Research and Science (IJAERS), 7 . https://doi.org/10.22161/ijaers.711.5

Tompsett, C. J., Domoff, S. E., & Toro, P. A. (2013). Peer substance use and homelessness predicting substance abuse from adolescence through early adulthood. American Journal of Community Psychology, 51 , 520–529. https://doi.org/10.1007/s10464-013-9569-3

Zentall, T., & Levine, J. (1972). Observational learning and social facilitation in the rat. Science, 178 , 1220–1221.

Download references

Author information

Authors and affiliations.

Universidade de Santiago de Compostela, Santiago de Compostela, Spain

Carlos Andrés Libisch, Olalla Cutrín & José Antonio Gómez-Fraguela

Arizona State University, Tempe, FL, USA

Flavio Marsiglia & Stephen Kulis

Universidad de la República, Facultad de Psicología, Montevideo, Uruguay

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Carlos Andrés Libisch .

Editor information

Editors and affiliations.

Sociocognitive Neuropsychology Laboratory (LINES), Salvador, Bahia, Brazil

Marcus Vinicius Alves

Universidade Estadual do Norte do Paraná, Bandeirantes, Paraná, Brazil

Roberta Ekuni

Universidad Nacional de Hurlingham, Buenos Aires, Argentina

Maria Julia Hermida

University of the Republic, Montevideo, Uruguay

Juan Valle-Lisboa

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Libisch, C.A., Marsiglia, F., Kulis, S., Cutrín, O., Gómez-Fraguela, J.A., Ruiz, P. (2022). The Role of Peer Pressure in Adolescents’ Risky Behaviors. In: Alves, M.V., Ekuni, R., Hermida, M.J., Valle-Lisboa, J. (eds) Cognitive Sciences and Education in Non-WEIRD Populations. Springer, Cham. https://doi.org/10.1007/978-3-031-06908-6_8

Download citation

DOI : https://doi.org/10.1007/978-3-031-06908-6_8

Published : 28 August 2022

Publisher Name : Springer, Cham

Print ISBN : 978-3-031-06907-9

Online ISBN : 978-3-031-06908-6

eBook Packages : Behavioral Science and Psychology Behavioral Science and Psychology (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Ask a Psychologist

Helping students thrive now.

Angela Duckworth and other behavioral-science experts offer advice to teachers based on scientific research. To submit questions, use this form or #helpstudentsthrive. Read more from this blog.

Why Students Give In to Peer Pressure. Here’s How to Help Them Resist It

• Share article

This is the second in a two-part series on social belonging. You can read the first one here .

How do I help students fight peer pressure?

Young people recognize when they’re giving in to bad influences, but they struggle to resist. Here’s something I wrote about the topic for Character Lab as a Tip of the Week :

My 12-year-old son came home from school one day, his head hanging low. A kid had been teasing him, and he lashed out in return. Things escalated until he found himself in a fistfight on the playground, other kids egging him on. He knew “it probably wasn’t the best thing to do.”

I was disappointed in my son—hadn’t I raised him to be a better person than that? When I asked him why he did it, he said, “Sometimes I care more about my ego than about myself.”

This motivation to protect and enhance our sense of self is what psychologists call self-integrity .

Life is full of threats to self-integrity. You didn’t get a promotion. A friend slighted you. Even when there’s no actual threat, your mind drifts to possible ones: Maybe I’ll choke under pressure at the next game. Maybe I’ll fail the big exam. And so on.

When our self-integrity is threatened even momentarily, we are more likely to conform to others who offer validation, even when their views are wrong, reckless, or hateful.

We might think that people who engage in destructive or anti-social behavior lack character, that they’re bad seeds who have a history of disciplinary problems. But research finds that’s often not the case. One of the strongest predictors of teens’ bad behavior isn’t their attitude but social norms—what they think other teens endorse, especially the ones they want to be like. In this study, the teens who conformed most to anti-social norms were the ones who, like my son, worried about being accepted.

That’s why punitive approaches to disciplinary problems in school, especially suspension, do more harm than good. Punishment doesn’t help teens feel like they belong. What’s the alternative? Activities that affirm the self, that help people to get in touch with their core values and live them out in word and deed.

Don’t jump to the conclusion that bad behavior reflects bad character.

Do consider the possibility that bad behavior comes from a desire to belong and be seen. Help the young people in your life reflect on their most cherished values . Then they can join volunteer groups, sports teams, and other extracurricular activities that allow them to express and act on those values. In my son’s case, he became an avid member of a sports club, where he learned and lived out the values of effort and teamwork—and found a powerful source of self-integrity and belonging.

The opinions expressed in Ask a Psychologist: Helping Students Thrive Now are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Sign Up for The Savvy Principal

Edweek top school jobs.

Sign Up & Sign In

• Type 2 Diabetes
• Heart Disease
• Digestive Health
• Multiple Sclerosis
• COVID-19 Vaccines
• Occupational Therapy
• Healthy Aging
• Health Insurance
• Public Health
• Patient Rights
• Caregivers & Loved Ones
• End of Life Concerns
• Health News
• Thyroid Test Analyzer
• Doctor Discussion Guides
• Hemoglobin A1c Test Analyzer
• Lipid Test Analyzer
• Complete Blood Count (CBC) Analyzer
• What to Buy
• Editorial Process
• Meet Our Medical Expert Board

How Peer Pressure Affects All Ages

• Is It Always Bad?

Overcoming Peer Pressure

Peer pressure is any type of influence, positive or negative, that comes from a peer group. This peer group may be of similar age (e.g., children in the same classroom) but it can also be defined by other commonalities, including motherhood, professional affiliations, and your local neighborhood.

Peer pressure occurs throughout the lifespan, but learning to cope by building self-confidence and surrounding yourself with positive influences may help prevent problems with peer pressure from arising later.

This article will explain what peer pressure looks like in young adults and teens and how it can affect adults.

skynesher / Getty Images

What Is Peer Pressure?

Peer pressure often occurs when one or more members of your social group pressure you to behave or act in particular ways. It is often associated with negative or harmful activities like substance use, reckless driving, and more.

Peer Pressure in Children

Peer pressure doesn’t suddenly appear at a certain age. Peer pressure transcends age groups and can begin before the first day of school at daycare, playgroup, and more.

Once a child begins seeing themselves as a part of a community, the desire to fit in may occur for better or worse. This is why it is important to talk to your child early on about peer pressure and how to avoid being led into negative behaviors by their peers.

Peer pressure in younger children tends to be limited to copying bad behaviors such as acting out or taking things that don't belong to them.

Signs of Peer Pressure

A child who is experiencing peer pressure may:

• Seem to have sudden changes in long-held beliefs and values
• Have noticeable changes in attitude and behavior
• Start dressing differently
• Seem disconnected from family
• Seem dissatisfied with themselves and their social life

Peer Pressure in Older Teens and Young Adults

Older teens and young adults may be peer pressured to engage in harmful activities like drinking alcohol, smoking, or reckless driving. At this age, peer pressure has the potential to affect a child's long-term health and well-being and put them into dangerous situations.

Gender can affect how these pressures are internalized and expressed. For example, of the 29% of teens who responded they felt peer pressure to look “good,” girls were more likely than boys to say they feel a lot of pressure to look good (35% vs. 23%).  

Peer Pressure in Adults

Adults are not exempt from facing societal expectations and peer judgment or influence. For example, you may carry the pressure of academic achievement into your career. You may also face challenges like wanting to “keep up with the Jones’” and feel pressure to purchase items you cannot afford to maintain an image that fits into your work, social, or neighborhood environment. 

Peer pressure is more than someone asking you to try drugs or drink alcohol. The following were listed as the top pressures experienced by teens aged 13 to 17 in one study:

• Academic achievement (61% responded they feel pressure to get strong grades)
• Looking a certain way (29% felt pressure to look “good”)
• Fit into social peer groups (28% )
• Be more involved in extracurriculars and be good at athletics (21%)
• Drug and alcohol use (4% and 6%, respectively)

Types of Peer Pressure

You can experience peer pressure from people without them saying anything to you, and you can experience it from direct remarks made by others. 

• Direct peer pressure happens when one or more people directly encourage you to behave in a certain way or engage in certain activities.
• Indirect peer pressure is the subtle type that pulls you into conforming to a social group to increase your chances of acceptance. For example, this might involve seeing other people who are considered "cool" drinking at a party.

We hear much more about direct peer pressure, as it is easier to detect and recognize as problematic. It sounds like someone telling you to stop worrying, start having fun, and be part of the group by participating in something you don't feel comfortable with. It may also be a threat, such as, "You can't hang out with us if you're not going to drink."

Is Peer Pressure Always Negative?

Peer pressure is not always negative. Trying to fit into a healthy social group, for example, of peers getting good grades, joining sports teams, and making plans for their futures, is positive. Some refer to this type of peer “pressure” as peer “influence.”

According to Brett Laursen, Ph.D., a fellow of the American Psychological Association whose work focuses on the outcome of children’s interactions with peers and parents, peer influence can occur anytime one peer is more “influential” than the other.

Benefits of Peer Pressure

Peer influence can show you there is support, encouragement, and community available to you. By seeing someone else do something positive, even if it’s challenging, you may reflect on your own life choices, goals, and where you spend your time.

Examples of positive peer influence include:

• Joining an extracurricular activity or trying a new hobby
• Challenging and not participating in gossip 
• Avoiding drugs and alcohol 
• Working to save money for college
• Going to therapy (solo or couples)
• Making a career change

Risks of Peer Pressure

The risks associated with peer pressure may not be immediately obvious or seem like cautionary tales, but they are serious and can have life-altering consequences.

Why Young People Are More Susceptible

Young people may be more susceptible to peer pressure because their identities are still forming; they desire to fit in and not be bullied and have less risk aversion than adults.  

In addition, a combination of other age-related and developmental factors contribute to youth’s increased susceptibility to peer pressure:

• They may have trouble regulating their emotions.
• They may be more vulnerable to the effects of reward.
• They favor immediate over delayed prospects.

Substance Abuse

Peer pressure to use substances like alcohol and cannabis can unfold into problems with substance abuse .

According to the Centers for Disease Control and Prevention (CDC), teen substance use affects brain development and can contribute to adult health problems, including heart disease, high blood pressure, and sleep disorders.

In Sexual Situations

Peer pressure can lead a person to engage in sexual activity before they are ready. It may also influence the person to participate in unsafe, risky, or dangerous sexual activities. The consequences may include being exposed to a sexually transmitted infection (STI), developing pregnancy, or having images of yourself posted online without consent.

Mental Health

Being pressured by peers can be a stressful experience, whether it happens in person or online . It may shake your sense of identity and self-confidence and may contribute to excessive worry. In addition, prolonged exposure to this type of stress and tension may be a factor in mental health concerns such as anxiety and depression .

Rising above peer pressure means not giving in to the pull of others to act in a certain way. No matter your age, you can practice not giving in to negative peer pressure and work on surrounding yourself with more positive influences.

Some ways of coping with peer pressure include:

• Not spending time with people who pressure you to do things that feel wrong or dangerous
• Having difficult conversations , learning to say "no," and practicing leaving situations that feel unsafe or uncomfortable. This may include calling a parent or spouse for support. 
• Befriending people who resist negative peer pressure and/or who have a positive influence
• Talking to a trusted peer or professional (e.g., teacher or counselor) if you have problems saying “no” or are feeling pressured to change something about yourself

Peer pressure is about the influence of others. It can be implicit or explicit, positive or negative. When the pressure is positive, encouraging you to become a better version of yourself, it may be referred to as peer “influence.”

While peer influence can improve your life, peer pressure can cause problems. For example, you may feel pressure to do unsafe things that have risks you may not fully know. Resisting peer pressure can involve avoiding it, saying no, and surrounding yourself with more positive influences.

American Academy of Child & Adolescent Psychiatry. Peer pressure .

American Academy of Child & Adolescent Psychiatry. Peer pressure . 

American Academy of Family Physicians. Helping your child deal with peer pressure .

Pew Research. Most U.S. teens see anxiety and depression as a major problem among their peers .

American Psychological Association. Speaking of psychology: the good and bad of peer pressure .

Meehan ZM, Hubbard JA, Moore CC, Mlawer F. Susceptibility to peer influence in adolescents: Associations between psychophysiology and behavior . Dev Psychopathol . 2022:1-13. doi:10.1017/S0954579422000967

National Institute on Drug Abuse for Teens.  Why does peer pressure influence teens to try drugs?

Centers for Disease Control and Prevention. Teen substance use and risk .

Widman L, Choukas-Bradley S, Helms SW, Prinstein MJ. Adolescent susceptibility to peer influence in sexual situations . J Adolesc Health . 2016;58(3):323-329. doi:10.1016/j.jadohealth.2015.10.253

American Psychological Association. Stress .

By Michelle Pugle Pulge is a freelance health writer focused on mental health content. She is certified in mental health first aid.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Psychol Res Behav Manag
• PMC10637237

The Impact of Academic Pressure and Peer Support on Adolescents’ Loneliness: A Polynomial Regression and Response Surface Analysis

Zhensong lan.

1 School of Public Administration, Hechi University, Yizhou, Guangxi, 546300, People’s Republic of China

Huaqiang Liu

2 School of Law and Public Administration, Yibin University, Yibin, Sichuan, 644000, People’s Republic of China

3 Yibin Ronghe Social Work Service Center, Yibin, Sichuan, 644000, People’s Republic of China

Xuefang Huang

4 School of Teacher Education, Hechi University, Yizhou, Guangxi, 546300, People’s Republic of China

5 Jiangxi University of Finance and Economics, Nanchang, Jiangxi, 330013, People’s Republic of China

Fafang Deng

6 School of Economics and Management, Beijing University of Technology, Beijing, 100124, People’s Republic of China

To explore the impact of the match between academic pressure and peer support on adolescents’ sense of loneliness and examine whether social connectedness played a mediating role, using a polynomial regression and response surface analysis.

A questionnaire survey was conducted with 1277 adolescents from two cities in Sichuan Province, China, to investigate their academic pressure, peer support, social connectedness, and sense of loneliness.

(1) Adolescents’ sense of loneliness positively correlated with their level of academic pressure and negatively correlated with their degree of peer support. (2) Social connectedness played a mediating role in the relationship between academic pressure, peer support, and sense of loneliness. (3) Adolescents with high academic pressure and low peer support had weaker social connectedness than those with low academic pressure and high peer support. (4) Adolescents with high academic pressure and high peer support had stronger social connectedness than those with low academic pressure and low peer support.

The study revealed the mechanism through which a match (or mismatch) between academic pressure and peer support influenced adolescents’ sense of loneliness and validated the mediating role of social connectedness. The study enriches the developmental theory of adolescent loneliness and provides research experience for future interventions targeting adolescent loneliness.

Introduction

Loneliness is a subjective feeling of social isolation or a perceived lack of contact with others that results in a distressing experience. 1 It is also a significant but underestimated public health risk. 2 Loneliness pervades the entire human lifespan but is most common among adolescents and young people. 3 , 4 Statistics show that nearly 80% of adolescents frequently experience loneliness. 5 The causes of their loneliness include limited familial interaction or increased familial conflict, 6 , 7 hindered development of intimate social relationships, 8 academic maladaptation, 9 and transitions to new environments or roles. 10 , 11 Context development theory suggests that support from friends and parents interact in adolescents’ emotional adaptation, with one form of support compensating for the absence of the other. 12 , 13 Academic pressure also seems to play a role in the increase in adolescent loneliness. 14 This study aims to explore this interaction.

The Relationship Between Academic Pressure and Sense of Loneliness

Academic pressure is defined as stress related to academic performance. 15 Research has shown that the significant increase in loneliness during adolescence is often associated with poor academic performance. 16 One reason is that, in many countries, teachers, and parents place great emphasis on education, making educational expectations one of the main sources of immense pressure on adolescents. 17 There may thus be a positive correlation between academic pressure and loneliness, with high academic pressure leading to higher levels of loneliness, and lonely adolescents feeling a greater academic burden. 14 Although loneliness has been extensively explored as a variable, academic pressure has not received much attention as a factor contributing to a sense of loneliness. However, it has been proven to be a significant variable that should not be overlooked. 14 Previous researches have not much studied on the relationship between academic stress and loneliness among Chinese adolescents. In view of the background that Chinese adolescents generally face greater academic pressure, it is necessary to further examine this relationship.

This study therefore proposes Hypothesis 1: There is a significant positive correlation between academic pressure and a sense of loneliness in adolescents.

The Relationship Between Friend Support and Sense of Loneliness

High-quality friendships are crucial for the well-being of adolescents. 18 Peers and parents are important factors in an individual’s developmental environment, and different types of social relationship can meet different interpersonal needs. 19 Each type of relationship provides essential functions, and a lack of necessary relationship provisions can lead to painful experiences of loneliness. 4 During adolescence, peer relationships in predicting adolescent well-being becomes more prominent. 20 Evidence suggests that a lack of intimate friendships is one of the main causes of adolescent loneliness. 13 In view of the fact that social relationships can meet interpersonal needs and the impact of intimate relationships on adolescents’ loneliness, previous studies have also lacked the relationship between peer support and loneliness. This study attempts to further explore the impact of peer support on adolescents’ loneliness, in order to explore the improvement of adolescents’ peer support to improve their loneliness in the future.

Therefore, this study proposes Hypothesis 2: There is a significant negative correlation between peer support and a sense of loneliness in adolescents.

The Relationship Between Academic Pressure, Friend Support, Social Connectedness, and Sense of Loneliness

Social connectedness refers to an individual’s subjective perception of the intimacy of interpersonal relationships and the cognitive recognition of patterns in these relationships. It reflects an individual’s attachment and commitment to social entities. 20–22 Loneliness occurs when there is a discrepancy between an individual’s expectations and the actual level of interpersonal interactions. It is a subjective experience of perceived unsatisfactory social connectedness and interpersonal relationships, indicating that lonely individuals often experience poor social interactions. 20 , 23 One study found that middle school students with better school connectedness and social connectedness had better mental health outcomes. 24 This suggests that when individuals feel lonely, they may need to enhance their social connectedness and engage in friendly interactions and conversations with others to promote positive emotional experiences and alleviate the distress caused by loneliness. 14

Research has shown that social connectedness is positively correlated with social support and is a protective factor for common psychological distress symptoms such as loneliness, 25 , 26 while a decrease in social support is closely associated with increased feelings of loneliness in adolescents. 27 In addition, scholars have found that higher levels of academic pressure are associated with lower levels of social support. 28 Previous studies focused on the impact of academic stress, peer support or social connection on adolescent loneliness, lacking of research experience to explore how academic stress and peer support work together to affect adolescent loneliness. In addition, peer support is passive support, while social connection is active connection, so it is necessary to explore the mediating role of social connection in it.

Therefore, in order to investigate the mechanisms through which academic pressure and peer support influence feelings of loneliness in adolescents, as well as the mediating role of social connectedness in this mechanism, this study proposes Hypothesis 3: Social connectedness plays a mediating role between the matching effect of “academic pressure-peer relationship” and loneliness in adolescents.

Participants

This study selected adolescents in grades 7 to 12 from four middle schools in L City and Y City, Sichuan Province, China, in January 2023 as participants. Cluster sampling was conducted at the class level with two classes selected from each grade in the four schools, resulting in a total sample of 1320 adolescents. A paper-based questionnaire survey was administered in a group setting. Prior to the administration of the tests, informed consent was obtained from all participants. A total of 1320 questionnaires were distributed; after excluding invalid responses, 1277 valid questionnaires were obtained, accounting for 96.74% of the total. The study was approved by the Human Research Ethics Committee of Yibin University (approval number: 2022042101Y).

In the valid sample, the average age of the adolescents was 14.34 years (SD = 1.72), including 678 (53.1%) males and 599 (46.9%) females. There were 211 (16.5%) students in grade 7, 245 (19.2%) in grade 8, 255 (20.0%) in grade 9, 194 (15.2%) in grade 10, 183 (14.3%) in grade 11, and 189 (14.8%) in grade 12. There were 193 (15.1%) only children and 1084 (84.9%) children with siblings.

Measurements

Academic pressure questionnaire.

This study used the Academic Pressure Questionnaire developed by Wang et al. 29 The questionnaire consists of 35 items covering four dimensions of academic pressure: academic performance pressure, setback pressure, external environmental pressure, and competitive pressure. The behavioral measurement frequency of the participants was scored on a 5-point Likert scale, with (0 = Never, 1 = Occasionally, 2 = Sometimes, 3 = Often, and 4 = Always). After reverse-scoring transformation, higher scores indicated higher levels of academic pressure. In this study, Cronbach’s α for this scale was 0.96, and the KMO and Bartlett’s test values were 0.97, indicating good reliability and validity for the scale.

Child and Adolescent Social Support Scale

This study used the Chinese version of the Child and Adolescent Social Support (CASS) scale, which was revised by Luo, Chen, and Mu. 30 The revised scale consists of five subscales with a total of 60 items. The peer support subscale is a subscale of the CASS scale, consisting of 12 items. The behavioral measurement frequency of the participants was scored on a 5-point Likert scale (0 = Never, 1 = Occasionally, 2 = Sometimes, 3 = Often, and 4 = Always). After reverse-scoring transformation, higher scores indicated lower levels of social support. In this study, Cronbach’s α coefficient for this scale was 0.96, and the KMO and Bartlett’s test values were 0.97, indicating good reliability and validity for the scale.

Social Connectedness Scale

The Social Connectedness scale, revised by Fan et al, 31 was used to measure the degree of social connectedness. It comprises 20 items across three dimensions: sense of integration, sense of acceptance, and life involvement. Participants rated each item on a five-point Likert scale (0 = never, 1 = occasionally, 2 = sometimes, 3 = often, and 4 = always). After reverse-scoring transformation, the higher the score, the lower the social connectedness. In this study, Cronbach’s α was 0.92, and the KMO and Bartlett’s test values were 0.95, indicating good reliability and validity.

Loneliness Scale

A revised version of the “Adolescent Loneliness Scale” developed by Zou, 32 was used to measure adolescent loneliness. The scale consists of 21 items. Participants were required to rate their agreement with each item. Each item was scored on a 5-point Likert scale (1 = Never, 2 = Occasionally, 3 = Sometimes, 4 = Often, and 5 = Always). After reverse-scoring transformation, higher scores indicated a stronger sense of loneliness. In this study, Cronbach’s α coefficient for this scale was 0.93, and the KMO and Bartlett’s test values were 0.94.

Method of Analysis

The reliability and validity of the questionnaire were assessed using SPSS software (version 23.0; IBM Corp., Armonk, NY, USA). Descriptive statistics and correlation analyses were conducted on the research variables. Polynomial regression and response surface analyses were performed using R language. The important features of the three-dimensional response surface were estimated, and significance tests were conducted. In addition, a three-dimensional response surface graph was plotted.

The polynomial regression analysis was used to test a set of linear and nonlinear equations derived from the regression model. 33 , 34 The independent variables in this model included academic stress (XX) and peer support (HY) as well as their squared and interaction terms. This method of analysis was used to examine the independent, consistency, and differentiation effects (ie, inconsistent effects) of the two independent variables on the dependent variable. The model was constructed using a quadratic polynomial regression as follows: GD = b0 + control variables + b1(XX) + b2(HY) + b3(XX)^2 + b4(XX) × (HY) + b5(HY)^2 + Gender + Age + e. Here, GD represented the dependent variable, XX and HY were the two independent variables, b0 was the intercept, b1–b5 were the non-standard regression coefficients, gender and age were control variables, and e represented the error term. The analysis process in this study mainly involved three steps.

Step 1 involved conducting the polynomial regression analysis. 34 , 35 First, the predictor variables XX and HY were normalized and the ratio of sample consistency or inconsistency in the direction of XX and HY was examined 35 to validate the suitability of the polynomial regression analysis. Second, the control and independent variables XX and HY were entered into the regression equation to test the linear effects of XX and HY on the dependent variable (GD). Finally, the interaction term (XX × HY) and squared terms ((XX)^2 and (HY)^2) were included in the equation to test the curve relationship and interaction effects.

Step 2 involved the construction of a three-dimensional response surface based on the results of the polynomial regression analysis. 33 The regression coefficients (b1–b5) were transformed into parameters (a1–a5) for response surface analysis. 36 The analysis of data features, such as the stationary point of the response surface, (in)consistency lines, and the relationship between the first principal axis and the a1–a5 parameters, was used to interpret the results. 33 , 36

Step 3 involved evaluating the direct and indirect effects of the mediation model between XX and HY in consistent and inconsistent matching pairs using a block variable. 34 , 35 First, the five polynomials (XX, HY, (XX)^2, (XX) × (HY), and (HY)^2) were combined into a block variable. The block variable was then used as the independent variable to test the matching (consistency or inconsistency) of XX–HY and its impact on loneliness (GD) through the social connectedness (SL) hypothesis. The PROCESS plugin in SPSS was used, and bootstrap resampling was performed 5000 times to estimate the 95% confidence interval of the effect values and to test the mediation effect. 37

Descriptive Statistical and Correlation Analyses

The statistical results of the mean, standard deviation, and correlation matrix of each variable are shown in Table 1 using descriptive statistics and correlation analysis. The results showed no significant correlations between sex, age, social connectedness, and loneliness among adolescents (Rs = −0.043 to 0.036, p > 0.05). However, there were significant positive correlations among academic stress (XX), peer support (HY), social connectedness, and loneliness (Rs = 0.314–0.817, p < 0.001). Thus, Hypotheses 1 and 2 were supported. The loneliness score among adolescents in this study was 25.16 ± 16.27, which is at a lower level (with a maximum score of 82.0 points). However, 212 adolescents (16.60%) scored higher than the median score of 42.0.

Descriptive Statistics and Correlation Analysis (N = 1277)

Notes : Statistically significant values ** p < 0.01, and *** p < 0.001; Gender: 0 for Boy and 1 for Girl; XX = academic pressure; HY = peer support; SL = social connectedness; GD= loneliness.

The results showed that the proportion of consistent cases between academic stress (XX) and peer support (HY) was 34.85% (445 participants), the proportion of cases where academic stress (XX) was greater than peer support (HY) was 32.03% (409 participants), and the proportion of cases in which academic stress (XX) was less than peer support (HY) was 33.12% (423 participants). These proportions met the analysis requirements (each category was greater than 10%) and allowed the polynomial regression analysis to be conducted.

The Effect of Academic Pressure–Peer Support Matching on Adolescents’ Social Connectedness

The impact of matching academic stress (XX) with peer support (HY) on adolescents’ social connectedness was examined using polynomial regression and response surface analyses. Table 2 presents the results of the study.

Polynomial Regression Results and Response Surface Analysis (N = 1277)

Notes : Statistically significant values * p < 0.05, ** p < 0.01, and *** p < 0.001; Gender: 0 for Boy and 1 for Girl; SL = social connectedness; GD = loneliness. The regression coefficients in the table are unstandardized regression coefficients. ΔR^2 represents the change in the model’s explanatory power after including the quadratic terms XX^2, XX×HY, and HY^2. R^2 represents the variance explained by the polynomial regression model as a whole. a1 and a2 represent the slope and curvature of the consistent line, respectively, a3 and a4 represent the slope and curvature of the inconsistent line, respectively, and a5 indicates whether the first principal axis of the surface lies on the consistent line.

According to the data in Table 2 , after controlling for gender and age, XX(b1=0.299) and HY(b2=0.524) positively predicted the social connectedness(SL) levels (p < 0.001). The significance of ΔR^2 in the polynomial model increased significantly (p < 0.001), indicating a significant relationship between the independent variables (XX–HY) and the dependent variable (social connectedness, SL) in the opposite direction (“one high and one low”). 38 In addition, the response surface significantly shifted along the inconsistent line (a5 = −0.071, p < 0.01), indicating that the first principal axis representing the response surface did not coincide with the consistent line.

The slope (a1 = 0.823, p < 0.001) and curvature (a2 = 0.053, p < 0.05) along the consistent line (XX = HY) of the response surface indicated that the dependent variable (social connectedness, SL) formed an upward concave surface along the consistency of the independent variable (XX–HY) ( Figure 1 ). In other words, the response surface first decreased along the consistent curve, reached its lowest point near the stationary point, and then increased. Compared to the “low XX–low HY” level of consistency, when the consistency level of the independent variable was “high XX–high HY”, the level of social connectedness (SL) was higher (Z-hat = 23.490, 95% CI [21.829, 25.141]). As higher scores indicate weaker peer support and social connectedness (SL) in adolescents, the social connectedness (SL) of adolescents with strong academic stress (XX) and weak peer support (HY) was weaker than that of adolescents with weak academic stress (XX) and strong peer support (HY).

Response surface analysis of academic pressure (XX) and peer support (HY) matching with social connectedness (SL).

The curvature (a4 = 0.106, p < 0.05) along the inconsistent line (XX = -HY) of the response surface indicates a concave increase from left to right ( Figure 1 ), which means that the consistency of the independent variables (XX and HY) had a negative impact on social connectedness (SL), the lowest value of which occurred within the region where HY > XX. In addition, the slope (a3 = −0.225, P < 0.001) of the inconsistent line suggests a significant difference in the level of social connectedness (SL) owing to the difference in the independent variables. When using the point selection method 39 for calculation, it was found that the level of social connectedness (SL) was lower for “high XX–low HY” than for “low XX–high HY” (Z-hat = −2.768, 95% CI [−5.104, −0.530]). Higher scores indicate weaker peer support(HY) and social connectedness (SL) in adolescents; the social connectedness (SL) of adolescents with strong academic stress (XX) and peer support (HY) was stronger than that of adolescents with weak academic stress (XX) and peer support (HY).

The Effect of Academic Pressure–Peer Support Matching on Adolescents’ Loneliness

The impact of matching academic stress (XX) with peer support (HY) on adolescents’ loneliness was examined using polynomial regression and response surface analyses. Table 2 presents the results of the study.

According to the data in Table 2 , after controlling for gender and age, XX(b1=0.250) and HY(b2=0.445) positively predicted the loneliness(GD) levels (p < 0.001). The significance of ΔR^2 in the polynomial model increased significantly (p < 0.001), indicating a significant relationship between the independent variables (XX–HY) and the dependent variable (loneliness, GD) in the opposite direction (“one high and one low”). 38 In addition, the response surface significantly shifted along the inconsistent line (a5 = −0.071, p < 0.01), indicating that the first principal axis representing the response surface did not coincide with the consistent line.

The slope (a1 = 0.796, p < 0.001) and curvature (a2 = 0.153, p < 0.001) along the consistent line (XX = HY) of the response surface indicated that the dependent variable (loneliness, GD) formed an upward concave surface along the consistency of the independent variable (XX–HY) ( Figure 2 ). Compared to the “low XX–low HY” level of consistency, when the consistency level of the independent variable was “high XX–high HY”, the level of loneliness (GD) was higher (Z-hat=26.435, 95% CI [24.442, 28.495]). As higher scores indicate weaker peer support (HY) and loneliness (GD) in adolescents, the loneliness (GD) of adolescents with strong academic stress (XX) and weak peer support (HY) was weaker than that of adolescents with weak academic stress (XX) and strong peer support (HY).

Response surface analysis of academic pressure (XX) and peer support (HY) matching with loneliness (GD).

The results of slope (a3 =−0.095, P < 0.01) and curvature (a4 = 0.066, P > 0.05) of the response surface along the inconsistency line show that the response surface presents an approximate straight line with lower left and higher right along the inconsistency line (left corner to right corner) ( Figure 2 ). That is to say, the value of loneliness (GD) varies with the degree of differentiation between academic pressure (XX) and peer support (HY). Compared with “low XX–high HY”, the level of loneliness (GD) is higher when “high XX–low HY”. That is, the greater the difference of ‘XX > HY’, the higher the level of loneliness (GD).

Mediating Effect Test

On the basis of the above analysis, we now examine the impact of the block variable (XX–HY) on adolescents’ feelings of loneliness and the mediating effect of social connectedness between the block variable (XX–HY) and adolescents’ feelings of loneliness. As polynomial regression and response surface analysis include sex and age as control variables, this study incorporated them as control variables in the equation. All variables were standardized. As shown in Figure 3 , with gender and age as control variables, the block variable (XX–HY) was the independent variable, social connectedness was the mediating variable, and adolescents’ feelings of loneliness was the dependent variable. The effect of the block variable (XX–HY) on social connectedness was 1.000 (t = 34.36, p < 0.001, 95% CI [0.943, 1.057]); the effect of social connectedness on adolescents’ feelings of loneliness was 0.691 (t = 31.77, p < 0.001, 95% CI [0.648, 0.734]); the total effect of the block variable (XX–HY) on adolescents’ feelings of loneliness was 0.262 (t = 8.36, p < 0.001, 95% CI [0.200, 0.323]); and the direct effect was 0.953 (t = 31.52, p < 0.001, 95% CI [0.894, 1.012]).

Mediating effect of social connectedness between the block variable (academic pressure–peer support) and loneliness among adolescents.

Therefore, social connectedness in adolescents was found to partially mediate the relationship between the block variable (XX–HY) and adolescents’ feelings of loneliness, with a mediation effect size of 72.51%. Hence, Hypothesis 3 is supported.

Due to the emphasis on academic achievement in the Chinese educational environment, adolescents in China generally experience high levels of academic pressure. 17 Moreover, Chinese adolescents face reduced family connections and increased academic pressure. 14 This results confirm that the stronger the academic pressure faced by adolescents, the weaker their social connectedness. 28 This result is consistent with the earlier findings, academic pressures can reduce adolescents’ level of social engagement, 40 and peer support was positively correlated with social connectedness, meaning that the stronger the level of support from friends, the stronger the social connectedness of adolescents.

In this study, academic pressure and peer support had interdependent effects on adolescents’ social connectedness. Furthermore, adolescents with high academic pressure and low peer support had weaker social connectedness than those with low academic pressure and high peer support. Moreover, the degree of adolescent social connectedness showed a concave response surface consistent with academic pressure and peer support. This indicates that, with increasing academic pressure, peer support initially has a weakening effect on the reduction of social connectedness, followed by an additional effect. This finding highlights the importance of considering both academic pressure and peer support and reveals the unique and independent impact of peer support on academic pressure and social connectedness. These results may have practical implications for the implementation of measures and programs to alleviate academic pressure and promote the development of friendships among students.

The research findings also revealed that the level of social connectedness among adolescents tends to increase in a concave shape from left to right in the mismatch of academic pressure and peer support. This means that consistency between academic pressure and peer support has a negative impact on the level of social connectedness among adolescents. Furthermore, the maximum value of social connectedness among adolescents occurs in the region where peer support is strong and academic pressure is high (HY > XX). In other words, adolescents with high academic pressure and strong peer support have stronger social connectedness than those with low academic pressure and weak peer support. This indirectly indicates that adolescents who face less academic pressure and receive effective peer support have a stronger level of social connectedness, and peer support seems to have a more prominent impact on their social connectedness. Conversely, positive peer support provides adolescents with greater coping resources, enabling them to adapt better to environmental changes 41 and thus improve their academic performance. 42

The Mediating Role of Social Connectedness in the Match Between Academic Pressure and Peer Support and Loneliness

Loneliness is a prominent issue in early adolescence; 3 however, it is currently unclear which factors are closely related to it. Our research findings suggest that social support is closely associated with feelings of loneliness among adolescents. 27 Social support is also closely related to social connectedness, serving as a protective factor against loneliness. 25 , 26 One possible explanation is that adolescents who feel lonely often report lower social skills, and these subjective negative cognitions hinder their behavior in seeking social support and connections because they perceive their functioning in social environments negatively. 43 Research has shown that academic pressure has a unique relationship with feelings of loneliness. 16 Greater academic pressure is associated with stronger feelings of loneliness, and in turn, loneliness negatively affects academic pressure. 14

Furthermore, after examining the multivariate effects of academic pressure and friend support on feelings of loneliness, social connectedness, academic pressure and loneliness were found to be positively correlated. Peer support and social connectedness scores increased, indicating lower levels of peer support and social connectedness among adolescents. This confirms that the higher the level of peer support and social connectedness among adolescents and the greater the academic pressure they face, the stronger their feelings of loneliness.

The results also showed that social connectedness mediated the relationship between academic pressure and peer support matching and feelings of loneliness among adolescents, with a mediation effect size of 72.51%. This indicates that the level of social connectedness among adolescents has a significant mediating effect between the matching of academic pressure and peer support and feelings of loneliness. This study is the first to focus not only on the specific effects of academic pressure, friend support, and social connectedness on feelings of loneliness but also on the associations and differential effects among these factors. Doing so not only confirmed the positive role of more social connections in facilitating friend interactions and communication, and reducing feelings of loneliness 14 but also validated the view that positive social connections are beneficial for the well-being of adolescents who experience loneliness due to increased academic pressure. 24

The main contribution of this study is its use of polynomial regression combined with response surface methodology to reveal the mechanism underlying the joint influence of academic pressure and peer support on social connectedness and feelings of loneliness among adolescents.

Although this study provides new insights, its research design still has some limitations. First, the sampling limitations make it difficult to generalize from the research findings, as the sample size of four secondary schools in two cities is relatively small compared to a national sample. Second, this study focused on junior high and high school students, and it is not known whether the research findings could be replicated. Finally, this was a cross-sectional study, and further longitudinal research data are needed to examine the practical and theoretical effects of social connectedness intervention practices for preventing and intervening in adolescent loneliness.

Acknowledgments

Thanks to the administrators and class teachers of middle schools in Luzhou City and Yibin City, as well as the participants and their parents for their active cooperation, whose help enabled the smooth development of this study.Meanwhile, we would like to thank Yibin University, Hechi University and other institutions for their full support in ethical review, research and coordination.

Funding Statement

This study was funded by the Key Project of Rural Community Governance Research Center of Sichuan Province, China(SQZL2021A02).

Declaration of AI-Assisted Technologies in the Writing Process

During the preparation of this work the author(s) used Chat AI in order to proofread the language. After using this tool, the author(s) reviewed and edited the content as needed and takes full responsibility for the content of the publication.

Data Sharing Statement

All data generated or analysed during this study are included in this published article.

Ethical Approval and Consent to Participate

This study and its research programs were approved by the Ethics Committee of Human Research Ethics Committee of Yibin University, China (2022-04-21-01Y). All methods were carried out in accordance with the Declaration of Helsinki and approved by the aforementioned ethics committee. All participants were informed about the contents of the survey and obtained their consent, as well as the informed consent of the participants’ parents or legal guardians and the class teacher.

Author Contributions

All authors made a significant contribution to the work reported, whether that is in the conception, study design, execution, acquisition of data, analysis and interpretation, or in all these areas; took part in drafting, revising or critically reviewing the article; gave final approval of the version to be published; have agreed on the journal to which the article has been submitted; and agree to be accountable for all aspects of the work.

The authors of this study declare no conflict of interest and that the study has not been submitted for publication anywhere else.

• IELTS Scores
• Life Skills Test
• Find a Test Centre
• Alternatives to IELTS
• General Training
• Academic Word List
• Topic Vocabulary
• Collocation
• Phrasal Verbs
• Writing eBooks
• Reading eBook
• All eBooks & Courses
• Sample Essays
• Peer Pressure Essay

Peer Pressure and Young People Essay

This peer pressure and young people essay tackles the issue of whether the influence of one's peers is negative or positive.

Take a look at the essay question.

Young people are often influenced in their behaviours by others in the same age group. Some argue that peer pressure is important while others feel it has distinct disadvantages.

Do the disadvantages of peer pressure outweigh the advantages?

Understanding the question

Though this is clearly a question asking about the advantages and disadvantages of one's peers, it's important to note that you can't just list the pros and cons without giving your opinion.

The question specifically says:

This is saying: "Are the disadvantages greater than the advantages?" So you must answer that question. You can do so within the body paragraphs or just at the end in the conclusion.

You could of course say they are equal and balance each other out, as long as you make it clear that that is your opinion.

Either way, you must also discuss disadvantages  and advantages. Whatever your opinion is, the question is clearly implying there are both - just that there may be more of one than the other. If you don't discuss both, the examiner may take the view that you have not fully answered the question which could limit you to a band 5 for task response.

Peer Pressure and Young People Essay Sample

You should spend about 40 minutes on this task.

Write about the following topic:

Give reasons for your answer and include any relevant examples from your own experience or knowledge.

Write at least 250 words.

Model Answer

Peer pressure is a pervasive phenomenon that significantly influences the behaviours of young individuals. While some argue that it plays a crucial role in positively shaping the lives of the youth, others contend that the disadvantages of peer pressure are very detrimental. 

Peer pressure, when harnessed positively, can have several advantages. Firstly, it can foster a sense of belonging and camaraderie among individuals within the same age group. Young people often seek acceptance and affirmation from their peers, and this can contribute to their emotional well-being and self-esteem. A further benefit is that positive peer pressure can encourage healthy behaviours, such as exercising or avoiding risky activities. For instance, a teenager might be motivated to quit smoking if their friends promote a smoke-free lifestyle.

However, peer pressure can also have distinct disadvantages. The most pressing concern is the potential for negative influences on impressionable minds. Young people may succumb to the pressure of engaging in harmful behaviours, such as substance abuse, criminal activities, or reckless behaviours like driving without a seatbelt, due to peer pressure, which can lead to long-lasting negative consequences and jeopardise their future.

Moreover, excessive pressure from peers can stifle individuality and creativity as young people may conform to the norms of their peer group instead of pursuing their own aspirations and dreams. This conformity may limit their personal growth and hinder their ability to think independently.

In conclusion, I would argue that peer pressure has more disadvantages as although it can foster a sense of belonging and promote healthy behaviours, it also carries the risk of leading young people astray and stifling their individuality. It is imperative for parents, educators, and society at large to guide young people in making informed choices and navigating the complexities of peer influence.

This peer pressure and young people essay would score highly for IELTS.

Regarding task response , it fully answers the question, discussing both the pros and cons of peer pressure and setting out a clear opinion on the topic - in this case that the disadvantages outweigh the advantages. Ideas are clearly stated and extended.

Coherence and cohesion is very good, with ideas sequenced logically and clearly and paragraphing used sufficiently and appropriately.

There is a wide range of lexis (vocabulary) used fluently and flexibly. For instance, in the first two paragraphs:

• pervasive phenomenon
• positively shaping
• harnessed positively
• foster a sense of belonging and camaraderie
• seek acceptance and affirmation
• emotional well-being and self-esteem

As for grammatical range and accuracy , there is a wide range of structures, with a high level of accuracy. An example of several complex structures used can be seen for instance here:

• Young people may succumb to the pressure of engaging in harmful behaviours, such as substance abuse, criminal activities, or reckless behaviours like driving without a seatbelt, due to peer pressure, which can lead to long-lasting negative consequences and jeopardise their future.

<<< Back

Next >>>

More Advantages & Disadvantages Essays:

Age Discrimination at Work Essay: Are new laws needed?

This IELTS Age Discrimination at Work Essay is a real question from the test that appeared in August 2018. View a model answer and get tips and strategies on how to answer the question.

Internet & Cell Phone Essay: Do the pros outweigh the cons?

In this Internet and Cell Phone Essay you have to discuss the pros and cons of the ways in which people relate to each other socially using phones & internet.

Model IELTS Essay: Are tablets and computers good for children?

This IELTS essay question is about whether tablets and computers are good for children. It is an essay question where you have to assess whether the advantages outweigh the disadvantages. You should make sure you discuss both sides of the issue.

Working From Home Essay: Are there more benefits or drawbacks?

This Working From Home Essay For IELTS was a recent question in the test. Hear you are provided with the question and a model answer to help you prepare for the test.

Playing Computer Games Essay: What are the pros and cons for children?

Computer games essay: This page analyzes a computer games essay and also notes how you can make good use of the question to plan and organize your essay. You have to be careful with this essay as there is a second part to the question that is not about the pros and cons.

Food Additives Essay: Is it dangerous to place additives in food?

Food additives essay: This is basically an advantages and disadvantages essay. You need to be careful with the word ‘outweigh’ as this often confuses students.

Model Traffic Problems Essay for the IELTS Teset

Traffic problems essay: This is a traffic problems essay and the specific topic is the taxing of car drivers in order to reduce these problems. You are asked to discuss the advantages and disadvantages of introducing such a policy to tackle the issue.

Decreasing House Sizes Essay

In this decreasing house sizes essay for IELTS you have to discuss the pros and cons of smaller house sizes and gardens.

Essay Locally Grown Produce: Should people buy from local farms?

IELTS sample essay locally grown produce. A recent question in the exam asked candidates to discuss whether only locally produced food should be consumed.

Online Fraud Essay: The Pros and Cons of Personal Information Online

This online fraud essay is about the way in which people place their personal information on the internet and whether this is a positive or negative development.

Oil and Gas Essay: Should we drill for new sources in remote places?

This IELTS oil and gas essay discusses how demand for these fuels is increasing and thus whether we should find new sources in remote and untouched areas.

Any comments or questions about this page or about IELTS? Post them here. Your email will not be published or shared.

Before you go...

Check out the ielts buddy band 7+ ebooks & courses.

Would you prefer to share this page with others by linking to it?

• Click on the HTML link code below.
• Copy and paste it, adding a note of your own, into your blog, a Web page, forums, a blog comment, your Facebook account, or anywhere that someone would find this page valuable.

Band 7+ eBooks

"I think these eBooks are FANTASTIC!!! I know that's not academic language, but it's the truth!"

Linda, from Italy, Scored Band 7.5

IELTS Modules:

Other resources:.

• All Lessons
• Band Score Calculator
• Writing Feedback
• Speaking Feedback
• Teacher Resources
• Free Downloads
• Recent Essay Exam Questions
• Books for IELTS Prep
• Useful Links

Recent Articles

Apr 06, 24 10:22 AM

Latest IELTS Writing Topics - Recent Exam Questions

Apr 04, 24 02:36 AM

IELTS Essay: English as a Global Language

Apr 03, 24 03:49 PM

Important pages

IELTS Writing IELTS Speaking IELTS Listening   IELTS Reading All Lessons Vocabulary Academic Task 1 Academic Task 2 Practice Tests

Connect with us

Copyright © 2022- IELTSbuddy All Rights Reserved

IELTS is a registered trademark of University of Cambridge, the British Council, and IDP Education Australia. This site and its owners are not affiliated, approved or endorsed by the University of Cambridge ESOL, the British Council, and IDP Education Australia.

Home — Essay Samples — Social Issues — Peer Pressure — Peer Pressure and It’s Tremendous Effects on Academic Performance

Peer Pressure and It's Tremendous Effects on Academic Performance

• Categories: Academic Challenges Peer Pressure

About this sample

Words: 1408 |

Published: Feb 11, 2023

Words: 1408 | Pages: 3 | 8 min read

Table of contents

Literature review, how does peer pressure affect student.

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Verified writer

• Expert in: Education Life Social Issues

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

2 pages / 794 words

2 pages / 820 words

2 pages / 725 words

3 pages / 1314 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Peer Pressure

Depression and anxiety are commonly referred to as the "invisible illnesses" that affect many college students today. These mental health disorders can have profound effects on students' academic performance, social [...]

Social pressure is a powerful force that can shape individuals' thoughts, behaviors, and decisions. It refers to the influence that society, peers, and other groups have on an individual's actions and beliefs. This pressure can [...]

The invention of the printing press by Johannes Gutenberg in the 15th century revolutionized the way information was disseminated and had a profound impact on society, culture, and the spread of knowledge. This essay will [...]

Arterial pressure, also known as blood pressure, is a critical physiological parameter that is closely linked to the overall health and well-being of an individual. It is a measure of the force exerted by the blood against the [...]

The Perks of Being a Wallflower is a movie based on the novel written by Stephen Chbosky. It features a socially awkward boy named Charlie trying his best to fit in at high school, after a traumatic childhood. Perks is a [...]

By definition, peer pressure is social pressure by members of one's peer group to take a certain action, adopt certain values, or otherwise conform to be accepted. Everyone, during a period of their life, experiences peer [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

84 Peer Pressure Essay Topic Ideas & Examples

🏆 best peer pressure topic ideas & essay examples, 📌 simple & easy peer pressure essay titles, 👍 good essay topics on peer pressure, ❓ questions about peer pressure.

• Peer Pressure: Positive and Negative Effects When I was in high school, I happened to be assigned to a discussion group that was comprised of people who valued the process of studying a lot. The influence of the group played a […]
• Peer Pressure: Issue Review Peer pressure refers to the influence exerted by a friend or friends in encouraging a person to do something that you do not want to do. We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• Friends’ Influence and Peer Pressure in Adolescents The list of physical and emotional transformations happening to the young people during adolescence is universal; the processes are the same for all teenagers.
• Peer Pressure Causes and Resistance If Jack does not stay in a company where everybody smokes, he will not feel the pressure to do it. If it does not help, and Jack continues to feel pressure, it is possible for […]
• Peer Pressure in Society The peer pressure of various characteristics due to the community’s contradicting desire can lead to moral decay or psychological illness in a person.
• Peer Pressure: Facing Challenges The group should conduct lectures on the basis of education and upbringing for families to be aware of the challenges and constraints.
• Peer Pressure and Smoking Influence on Teenagers The study results indicate that teenagers understand the health and social implications of smoking, but peer pressure contributes to the activity’s uptake.
• Peer Pressure in High School However, the best and easy way in this tough world, or in the peer group, is to prove oneself as a rebellious teen.
• The Power of Peer Pressure In this essay, I have used the concepts of the Asch’s experiment to explain how the power of peer pressure has influenced my life.
• How Does Peer Pressure Contribute to Adolescent Depression? Therefore, it is possible to note that peer pressure is one of the most significant factors contributing to the development of adolescent depression.
• Peer Pressure and Life Span Reduction: An Unusual Perspective on the old Problem Therefore, among the dependable variables, the temper of the victim and his/her aptitude to change under the pressure of the circumstances should be mentioned.
• Peer Pressure as One of the Main Teenagers Problem The introduction of a healthy social and psychological environment in schools is a program that will be implemented to help curb negative effects of peer pressure.
• The Strength of Peer Pressure on the Youth
• The Influence of Peer Pressure and Its Social and Financial Problems
• The Issues of Depression, Peer Pressure and Stress Among Youth
• Peer Pressure Can Be Attributed to Increased Number of Teenage Smoking
• The Potential Benefits of Peer Pressure
• The Positive And Negative Effects Of Peer Pressure
• An Overview of the Dangers of Peer Pressure in the United States
• The Effects Of Peer Pressure On Adolescents Delinquent Behavior
• Early Adolescents’ Perceptions of Peer Pressure
• The Importance of Good Communication with Family to Withstand Peer Pressure and Bad Influences from Friends
• An Evaluation of the Influence of Peer Pressure to the Rising Use of Drugs
• The Negative Effects of Peer Pressure in the Teenaged Years
• Theories of Personality: Giving in to Peer Pressure
• Effective Ways a Student Resist Peer Pressure
• Peer Pressure Awareness: Live Above the Influence
• The Positive and Negative Influences of Peer Pressure on Behavior
• Body Image, Peer Pressure, and Identity in Mean Girls
• Peer Pressure and its Impact on Teenagers Choices
• The Influence of Peer Pressure in Succumbing to Alcohol and Cigarettes
• The Impact of Peer Pressure in Adolescents and How to Cope with It
• The Variables of Positive Peer Pressure for Creating a Safer School Environment
• The Pressue is On: The Impacts of Peer Pressure in Julius
• The Influence of Peer Pressure on Children and Adults
• Dealing with Peer Pressure as a Teenager
• The Peer Pressure on the Human Beings
• Understanding Diabetes Burnout and the Contribution of Peer Pressure to Diabetes in Children
• The Reasons or Teenage Attractions to Gangs and Peer Pressure Resulting in Crime
• Transparency, Inequity Aversion, and the Dynamics of Peer Pressure in Teams: Theory and Evidence
• The Effects of Peer Pressure on the Academic Performance
• The Role Of Peer Pressure On Teens And Decision Making
• The Theme Of Peer Pressure In Night By Elie Wiesel
• What Is Peer Pressure Health And Social Care
• Cool to be Smart or Smart to be Cool? Understanding Peer Pressure in Education
• Effects of Peer Pressure on Decision Making
• The Types of Peer Pressure Teenagers Face
• What Peer Pressure Is How It Affects Us
• The Negative Impacts and Influence of Peer Pressure on Teenagers
• The Poor Choices Teenagers Make Due to Peer Pressure
• Caue and Effects of Peer Pressure
• Does Peer Pressure Have an Effect on First Time Drug Use
• Peer Pressure In Adolescents: Drugs, Alcohol, And Sex
• The Pros and Cons of Peer Pressure
• The Role of Peer Pressure in the Development of Eating Disorders
• What Are the Main Causes of Peer Pressure?
• What Is the Problem of Peer Pressure?
• How Does Peer Pressure Affect Society?
• What Are the Statistics on Peer Pressure?
• How Can Peer Pressure Be Defined as Influence From Members Of?
• Does Peer Pressure Help Students Grow?
• Does Peer Pressure Create Social Pressure?
• How Does Peer Pressure Affect Social Behavior?
• How Does Peer Pressure Affect the Brain?
• How Does Peer Pressure Contribute to the Spread of HIV Among the Youth?
• How Does Peer Pressure Affect Youth?
• How Can Peer Pressure Positively and Negatively Affect a Teen?
• What Are the Four Types of Peer Pressure?
• How Does Peer Pressure Affect Decision Making?
• Why Are Parents Loosening up on Restructuring Their Children and Giving Way to Peer Pressure?
• How Does Peer Pressure Affect Someone’s Choices and Their Lifestyle?
• What Can Schools Do to Stop Peer Pressure?
• Does Peer Pressure Have an Influence on College Students Being in a Monogamous Relationship?
• How Much Does Peer Pressure Affect Students?
• Does Peer Pressure Have an Effect on First-Time Drug Use?
• How Do Peers Pressure Influence Learning?
• What Is Peer Pressure for Students?
• How Can Peer Pressure Lead To Crime?
• How Does Peer Pressure Affect Educational Investments?
• How Has Peer Pressure Been Popularly Blamed for Adolescent Behaviors?
• How Can Peer Pressure Impact Negatively on Teenagers?
• How Can We Stop Peer Pressure?
• Who Is Most Affected by Peer Pressure?
• Why Is Peer Pressure a Problem?
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2023, October 26). 84 Peer Pressure Essay Topic Ideas & Examples. https://ivypanda.com/essays/topic/peer-pressure-essay-topics/

"84 Peer Pressure Essay Topic Ideas & Examples." IvyPanda , 26 Oct. 2023, ivypanda.com/essays/topic/peer-pressure-essay-topics/.

IvyPanda . (2023) '84 Peer Pressure Essay Topic Ideas & Examples'. 26 October.

IvyPanda . 2023. "84 Peer Pressure Essay Topic Ideas & Examples." October 26, 2023. https://ivypanda.com/essays/topic/peer-pressure-essay-topics/.

1. IvyPanda . "84 Peer Pressure Essay Topic Ideas & Examples." October 26, 2023. https://ivypanda.com/essays/topic/peer-pressure-essay-topics/.

Bibliography

IvyPanda . "84 Peer Pressure Essay Topic Ideas & Examples." October 26, 2023. https://ivypanda.com/essays/topic/peer-pressure-essay-topics/.

• Motivation Research Ideas
• Relationship Research Ideas
• School Uniforms Topics
• Private School Research Ideas
• Adolescence Questions
• Puberty Titles
• Social Norms Essay Ideas
• Alcohol Essay Titles
• Cyber Bullying Essay Ideas
• Drug Abuse Research Topics
• Marijuana Ideas
• Online Community Essay Topics
• Smoking Research Topics
• Teenagers Research Topics
• Bullying Research Topics