thesis about peer pressure

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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.

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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.

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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.

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What to Know About Peer Pressure

It's not as simple as just saying no

• Positive Peer Pressure

Peer Pressure vs. Parental Influence

Peer pressure beyond childhood.

Have you ever been pressured to have "one more drink," or stay out later than you said you'd be home? If so, you've been a victim of peer pressure—chances are, most of us have. 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. According to child and adolescent psychiatrist Akeem Marsh, MD , "it’s very easy to be influenced by peer pressure as we humans are wired as social creatures."

sturti / Getty Images

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.

What Is an Example of Peer Pressure?

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

For adolescents, peer relationships are the most important of all thus leading to an increased susceptibility to peer pressure.

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.

What Are Examples of Positive Peer Pressure?

We tend to hear more about the potentially negative effects of peer pressure. But the reality is, peer pressure can also 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.

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. Parents can balance the peer pressure to take potentially harmful risks by ensuring they set appropriate boundaries, provide support, and help 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?

As parents, we must be mindful of the impact of peer pressure on ourselves as our children will be observing and take notice.

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 of 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 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.

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.

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. 

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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.

Home — Essay Samples — Social Issues — Peer Pressure — Influences of Group Pressure on Individuals

The Impact of Peer Pressure on Students’ Academic Performance

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Peer Pressure Causes and Resistance Essay

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Peer pressure is an important problem for teenagers. The primary reason behind it is the need to belong. At a particular age, a teenager starts to feel a need to figure out their identities and belong to a particular group. Often, group members are required to behave in a certain way. They feel pressure from other peers if they do not do it. Such conflicts can negatively affect children’s psychological and social behavior. Therefore, it is highly important to understand the reasons for peer pressure and possible ways to withstand it.

One of the most popular types of peer pressure is forcing someone to smoke or use alcohol or drugs (MacArthur et al. 392). It is a widespread situation when a teenager starts to practice unhealthy behavior under the pressure of peers of their group. For example, let us imagine Jack, who is forced to smoke by his friends John and James.

It is important to understand that there are several ways to resist the pressure. First of all, everyone who feels peer pressure should remember that he or she has a right to say “no” to other people if he or she does not want to do something (“20 Ways to Avoid Peer Pressure”). Thus, the most effective way for Jack to refuse to smoke is to say “no.” If it is necessary, he should repeat this “no” several times. He should look into his friends’ eyes and be confident.

Also, it is important for Jack to avoid situations that are bringing him under peer pressure, for example, parties where people smoke (“20 Ways to Avoid Peer Pressure”). If Jack does not stay in a company where everybody smokes, he will not feel the pressure to do it. However, this measure could be a way to isolation. Thus, Jack should not avoid all social activities.

Jack could feel afraid that he would lose his friends, but it is not the only possible outcome. For example, he could ask John and James why they smoke, how long they do it, what benefits they obtain from smoking (“20 Ways to Avoid Peer Pressure”). A dialog is a good way to resist the pressure because, in dialogs, peers’ roles can change, and a victim can become a leader. If it does not help, and Jack continues to feel pressure, it is possible for him to find support from other teenagers who do not smoke (“20 Ways to Avoid Peer Pressure”). In this situation, Jack will not be alone.

Finally, Jack can find other friends who do not smoke and/or do not want him to do that (“20 Ways to Avoid Peer Pressure”). These friends will accept Jack’s personality and will not want him to change, which is the most important in a friendship. In conclusion, everyone could use the refusal skills to say “no” and not to do something against one’s will.

Works Cited

“20 Ways to Avoid Peer Pressure.” Your Life Counts , 2017, Web.

MacArthur, Georgie J., et al. “Peer‐led Interventions to Prevent Tobacco, Alcohol and/or Drug Use among Young People Aged 11–21 Years: A Systematic Review and Meta‐Analysis.” Addiction, vol. 111, no. 3, 2016, pp. 391-407.

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