scholarly journals Individual Variables Involved in Perceived Pressure for Adolescent Drinking

2020 ◽  
Vol 17 (6) ◽  
pp. 2012 ◽  
Author(s):  
María del Carmen Pérez-Fuentes ◽  
María del Mar Molero Jurado ◽  
José Jesús Gázquez Linares ◽  
África Martos Martínez ◽  
Isabel Mercader Rubio ◽  
...  
Keyword(s):  
High School Students ◽  
Peer Influence ◽  
Anxiety Sensitivity ◽  
Bayes Factor ◽  
Peer Group ◽  
Drinking Behavior ◽  
Self Esteem ◽  
Individual Variables ◽  
Perceived Pressure

Adolescence is a stage when individuals are especially vulnerable to the influence of their peer group, which could lead to the development of problematic behavior, such as drinking alcohol, due to perceived pressure. The objective of this study was to analyze the role of self-esteem, impulsivity, anxiety sensitivity and expectations for use under perceived pressure to drink alcohol among young people. Methods: The sample was made up of 1287 high school students aged 14 to 18, with a mean age of 15.11. The Bayes factor and mediation models were estimated to evaluate the data. Results: The results showed the existence of a positive relationship of impulsivity, anxiety sensitivity and expectations for use with perceived pressure. However, this relationship was negative with self-esteem and perception of pressure to drink alcohol. Furthermore, the model results showed that self-esteem mediates the relationship between physical, cognitive and social anxiety sensitivity and positive expectations with perceived pressure to drink alcohol in adolescence. Conclusions: Given the strong need for affiliation during youth, it is hard to control grouping and peer influence on drinking behavior. However, knowledge of the role of individual variables, such as those described here, in perceived pressure could improve the prevention and intervention of such behaviors.

scholarly journals Impact of Peer-Led Cancer Education Program on Knowledge, Health Beliefs, Practice, and Self-Esteem among Pairs of Nepalese High-School Students and Their Knowledge-Sharing Partners

Healthcare ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 64
Author(s):  
Kritika Poudel ◽  
Naomi Sumi ◽  
Rika Yano
Keyword(s):  
High School Students ◽  
Knowledge Sharing ◽  
Education Program ◽  
Repeated Measures ◽  
Health Workers ◽  
Cancer Education ◽  
Peer Group ◽  
Self Esteem ◽  
Control Group ◽  
Cancer Symptoms

Raising cancer awareness among adolescents can increase their confidence in identifying cancer symptoms and develop healthy habits. This study tested the effectiveness of cancer education based on a new model among high schoolers. A non-randomized control group pre-post-test design study was conducted among 313 pairs of adolescent students and their knowledge-sharing partners in Lalitpur, Nepal. A baseline test was conducted before the education program, and it was followed up at two weeks and three months. Results were measured using a chi-square test, binary logistic regression, and a two-way repeated-measures ANOVA. There was a significant interaction effect of intervention and time on students’ knowledge, beliefs, self-esteem, and practice, along with a change in some scores of knowledge-sharing partners. Joint assignment supported the idea of diffusion of information within the family and in the neighborhood. The peer group discussion could encourage active learning and help students to participate visibly in problem-solving and reflecting more sustainably. Time constraints, lack of human resources, and support groups, might limit this program’s usage; however, preparing guidelines, and connecting communities, organizations, hospitals, volunteer health workers, and survivors can help make it more sustainable and approachable.

The Effects of Social Status and Self-Esteem on Imitation and Choice of a Popular Peer

2015 ◽  
Vol 6 ◽  
Author(s):  
Tessa A.M. Lansu ◽  
Antonius H.N. Cillessen ◽  
Johan C. Karremans
Keyword(s):  
Experimental Design ◽  
Social Influence ◽  
Emerging Adults ◽  
Young Women ◽  
Peer Influence ◽  
Self Esteem ◽  
Partner Choice ◽  
Peer Status ◽  
And Task

This study addressed the role of influencer and influencee peer status in social influence of status-unrelated behaviours among emerging adults, while disentangling two forms of peer status, being liked (preference) and being powerful (popularity). Peer influence was examined in 67 women (M age = 20.5 years, SD = 2.1 years) using an experimental design. Popularity of the influencers and influencees (participants), as well as influencees’ preference and self-esteem were considered. Peer influence was measured through imitation of status-unrelated behaviours and task partner choice. In both tasks, influencees moved away from, rather than towards, a popular peer. Popular young women with low self-esteem were most likely to imitate a popular peer. Unpreferred young women with high self-esteem were least likely to imitate a popular peer. The findings demonstrate that the role of peer status in social influence processes is not limited to adolescence, and that the peer status of influencers and the influencees continues to affect social influence on status-unrelated behaviour in emerging adulthood.

scholarly journals Applying Positive Discipline in School and Adolescents’ Self-esteem

2021 ◽  
Vol 9 (1) ◽  
pp. 1-11
Author(s):  
Slađana Zuković ◽  
◽  
Dušica Stojadinović ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Development ◽  
School Context ◽  
Self Esteem ◽  
School Students ◽  
Convenience Sample ◽  
Positive Discipline ◽  
High Level

Starting from the general principles of the concept of positive discipline, the paper points out that schools and teachers can significantly contribute to the application of positive discipline to affect different aspects of a student’s personality development. The potentials of applying positive discipline in the school for developing adolescents’ self-esteem are particularly emphasized. Accordingly, this paper will present the results of a study that aimed to establish a correlation between assessing the presence of positive discipline in a school context and the level of adolescents’ self-esteem. The survey included a convenience sample of 195 high school students from three high schools - art, technical, and grammar school. The Rosenberg Self-Esteem Scale and the scale for assessing the presence of positive discipline in the school were used to collect the data. The results showed that adolescents exhibit a high level of self-esteem, while their assessment of the presence of positive discipline in school is moderate. Also, it was found that with the increase in the assessment of the presence of positive discipline in school, the level of adolescents’ self-esteem increased, and the statistically significant moderating role of the measured variables was found only in the type of high school. The conclusion points to the need to sensitize teachers to manage the classroom according to the principles of positive discipline, as well as the importance of creating the conditions that, through the phenomenon of positive discipline, effectively raise the quality of schoolwork as a whole.

scholarly journals Relationship Between Peer Popularity and Self-Esteem Among Young Pregnant Out of Wedlock

2017 ◽  
Vol 2 (1) ◽  
pp. 15-27
Author(s):  
Nor Jumawaton Shahruddin ◽  
Mariani Mansor ◽  
Zainal Madon ◽  
Hanina Halimatusaadiah Hamsan
Keyword(s):  
Sexual Behavior ◽  
Peer Group ◽  
Peer Pressure ◽  
Sexual Misconduct ◽  
Sampling Technique ◽  
Self Esteem ◽  
Sexual Attitude ◽  
Peer Popularity ◽  
High Level

This study examined the relationship between peers popularity and self-esteem within the attitude towards sexual behaviour among young pregnant out of wedlock. A total of 130 teenagers pregnant out of wedlock aged between 14 years and 19 years from 4 welfare institutions in the states of Selangor, Perak, Johor and Kelantan participated in this research. Respondents were selected using stratified random sampling technique. This study utilises the three questionnaires of the Inventory Peer Pressure, Popularity, and Conformity Scale (Santor, Messervey & Kusumakar, 2000), the Rosenberg Self- Esteem Scale (Rosenberg, 1965) and Brief Sexual Attitudes Scale (Hendrick & Reich, 2006). All instruments used had yielded a Cronbach’s alpha reliability coefficient value ranging from 0.82 to 0.90. Findings revealed that the level of peers popularity is high, level of self esteem also high and respondents indicated a high level of attitude sexual behavior. Results of Pearson’s correlation analysis revealed that there were significant relationships between peers popularity and attitudes toward sexual behavior (r= .801, p<.05) and a significant correlation between self esteem and attitude sexual behavior (r = .708, p <.05). Bootstrapping analysis revealed the role of self esteem as a mediator variables of peers popularity and self esteem with sexual attitude behavior. From the theoretical implications, this study describes the role of self esteem as a mechanism that effect the popularity of peer sexual behavior and attitude. In conclusion, peers popularity and self esteem related to sexual attitude and behavior. The study showed that risk factors such as the acceptance by the peer group have a significant direct effect on sexual behavior At the same time, this study also suggests several alternatives in order to curb sexual misconduct among the teenagers today.

Peer Effects in Education

2020 ◽  
Author(s):  
Jonathan Pratschke ◽  
Giovanni Abbiati
Keyword(s):  
Peer Influence ◽  
Peer Effects ◽  
Social Inequalities ◽  
Peer Group ◽  
School Context ◽  
Relative Strength ◽  
Educational Trajectories ◽  
The Social ◽  
Simultaneous Autoregressive Model

In the social sciences, the term “peer effects” has been widely used to describe the various ways in which individual behaviors and attitudes can be influenced by friends, acquaintances, and the wider social environment. Due to the crucial role of social interactions within the school context, the role of peers in shaping academic outcomes has been under scrutiny for decades. Following seminal work by Manski, we distinguish between three different components of peer influence: endogenous (where the behavior of an individual varies in accordance with the behavior of the peer group), exogenous (where the behavior of an individual varies with the characteristics of the members of the peer group), and correlated (where the behavior of individuals is shaped by shared environmental or institutional factors). By estimating a simultaneous autoregressive model, we assess the relative strength of these three forms of peer influence in relation to secondary school exam results in a large sample of Italian school-leavers. One limitation is that we are only able to observe peer influence within the classroom, while another is that the study is confined to a specific moment in time, which comes quite late in young people’s educational trajectories. The results confirm that peer processes play an important role in the reproduction of social inequalities, against the backdrop of institutional criteria for the selection of students into schools and classes. These factors therefore demand the sustained attention of educational administrators and policymakers.

Peer Coercion and Electronic Messaging

2015 ◽  
Author(s):  
Samuel E. Ehrenreich ◽  
Marion K. Underwood
Keyword(s):  
Peer Influence ◽  
Text Messaging ◽  
Positive Reinforcement ◽  
Electronic Communication ◽  
Negative Reinforcement ◽  
Peer Group ◽  
Text Message ◽  
Peer Reinforcement ◽  
Electronic Messaging

This chapter examines how features of electronic communication (text messaging, Facebook, and Twitter) make it an ideal environment for peer influence, and how positive and negative peer reinforcement via electronic communication relates to the development and perpetuation of antisocial behavior. Electronic modes of communication allow youth to be in contact with their peer group instantaneously and continuously. The continuous access provided by electronic forms of communication may intensify the role of positive and negative reinforcement processes. Electronic communication extends youths’ ability to engage in the aversive behaviors that characterize peer coercion. This immediacy also permits less aversive, positive reinforcement processes—such as laughter and encouragement—to continue even when peers are not physically together. The role of text message communication in peer coercion and deviancy training is examined, and illustrative examples are presented. The challenges associated with measuring and observing children’s involvement with an ever-changing virtual landscape are also discussed.

Are Narcissists More Likely to Be Involved in Cyberbullying? Examining the Mediating Role of Self-Esteem

2016 ◽  
Vol 34 (15) ◽  
pp. 3127-3150 ◽  
Author(s):  
Cui-ying Fan ◽  
Xiao-wei Chu ◽  
Meng Zhang ◽  
Zong-kui Zhou
Keyword(s):  
High School Students ◽  
Self Esteem ◽  
School Students ◽  
Mediating Role ◽  
Anonymous Questionnaire ◽  
Overt Narcissism ◽  
New Type ◽  
Covert Narcissism ◽  
Explanatory Mechanism

Although cyberbullying, a new type of aggressive behavior via electronic means, has been found to be strongly linked with individuals’ personality characteristics, few studies to date have investigated its relationship with narcissism, especially overt and covert narcissism. The current study tested the associations between overt and covert narcissism on one hand and cyberbullying perpetration and victimization on the other. To explain these differences further, self-esteem was tested as a mediator through which the two types of narcissism may exert their influences on cyberbullying. An anonymous questionnaire was completed by 814 Chinese adolescents aged 11 to 18. Results of multiple regression analyses indicated that after controlling for gender and student status (middle or high school students), covert narcissism positively predicted both cyberbullying perpetration and victimization, whereas overt narcissism had no association with either perpetration or victimization. Furthermore, when gender and student status were controlled, self-esteem mediated the relationships between overt/covert narcissism and cyberbullying perpetration and victimization, highlighting the possibility that self-esteem is an explanatory mechanism for the associations between the two types of narcissism and cyberbullying. These findings suggest that interventions aimed at reducing engagement in cyberbullying may be more urgent and important for individuals with high levels of covert narcissism. Boosting self-esteem needs to be particularly highlighted in developing anti-bullying measures and policies.

Higher Self-Esteem is Linked to Greater Stereotype Threat Among Academically Low-Achieving Students

2018 ◽  
Vol 46 (7) ◽  
pp. 1123-1132
Author(s):  
Qi Wang ◽  
Guoliang Yu ◽  
Christina Pedram ◽  
Chuansheng Chen
Keyword(s):  
High School Students ◽  
Stereotype Threat ◽  
Junior High School ◽  
Self Esteem ◽  
Main Study ◽  
School Students ◽  
Future Studies ◽  
Low Achieving Students ◽  
Study Participants

As a stigmatized group, it seems likely that students whose level of academic achievement is low (LA students) would be vulnerable to stereotype threat. Therefore, we conducted a study on the role of stereotype threat and its possible interaction with self-esteem with 182 Chinese LA junior-high-school students. We developed a paradigm to induce stereotype threat about being LA and tested this in a pilot study, in which participants were asked to perform a mental rotation task while viewing stereotype threat information. In the main study, participants were randomly assigned to either the stereotype-threat condition or a control condition. Results showed that stereotype threat had a significant effect on LA students’ performance in that (a) participants in the stereotype-threat condition performed worse than those in the control condition did, and (b) the effect of stereotype threat was greater for high self-esteem individuals than for low self-esteem individuals. There are more aspects of the topic to be explored in future studies.

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