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The Influence Of Socioeconomic Status And Peer Pressure On Adolescents’ Behavioural Patterns
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Higher parental involvement is associated with higher educational
expectations, enrollment in gifted and talented programs, and positive
perceptions of school"(Henderson, 1988). While parent involvement
positively affects a student’s academic achievement, low Socioeconomic
families are least likely to be involved in their students’ education
(Turney & Kao, 2009; Ratcliff & Hunt, 2009; Van Velsor &
Orozco,2007; Machen, Wilson, & Notar, 2005; Abdul-Adil & Farmer,
2006). Low Socioeconomic families are often working all of the time to
take care of their families, and they have no time to participate in
their child’s education on campus (Ratcliff & Hunt, 2009). Based on a
study involving low socioeconomic mothers, mothers want to be involved
in their child’s education, but the other problem is that they are less
comfortable around teachers, and so they do not get involved (Machen,
Wilson, &Notar, 2005).
In contemporary society, peer group
influences have become increasingly pronounced and studies have shown
that adolescents were more likely to increase behaviour that receives
peer group approval (Arnett, 1992; De Vries, 1995; Allen, 2005; Clark
& Loheac, 2007). Adolescents spend far more time in the exclusive
company of their peers than their counter parts did in the past. Changes
in the family roles that forced women into paid jobs have greatly
reduced the quality time families spend together thus making peer groups
a viable alternative for the young individuals (Clark & Loheac,
2007). Peer groups appear to answer adolescents concerns about many
things including their changing bodies.
According to Schneider (2010)
becoming a peer group member meets many adolescents concerns about
social expectations such as developing independence from their parents,
learning decision-making skills and acting on their own. However, these
young teenagers find social expectations confusing and the ways of
achieving them even more challenging. Peer influence on adolescents has
been reported as being shrouded in myths and fear by parents. Parents
perceive peer influence as a clog in the wheel of socializing their
children desirably (Schneider, 2010). According to You (2011) perceived
support from peers gives adolescent students a sense of motivation which
enables them to see the importance of pursuing academic success This is
because adolescents who are accepted by their peers are more likely to
be psychologically healthier and self-confident than those rejected by
their peers (Allen et al., 2005). However, Kiran-Esen (2012) reported
significantly negative relationship between peer pressure and
self-efficacy expectation (social and moral) in adolescents and that
academic self-efficacy was higher in adolescents who were experiencing
low level of peer pressure.
There are a variety of negative health
indicators that show a peek during adolescence, namely homicide rates,
non-intentional injuries, driving under alcohol effect or infection by
sexually-transmitted diseases (Mulye, Park, Neson, Irwin & Brindis,
2009). Experimenting substances also occurs usually during adolescents, a
time of development in which tolerance is lower and the risk of
dependency increases (Glaser, Shelton & Bree, 2010). Peers and
family have a key role in promoting health during adolescence, as well
as, the perception that youngsters have of their quality of life and
subjective well-being. Health does not depend solely on the delivery of
health care during illness; on the contrary, influence of different
settings may be crucial (Gaspar & Matos, 2008). Behavioural problems
that occur during infancy and adolescence (particularly external
problems, such as substance use and violence behaviours) may continue
throughout adulthood, associated to social non-adaptation, substance
abuse and conflicts (Bongers, Koot, Van der Ende & Verhulst, 2008).
The peer group may on one hand, serve as a model and influence
behaviours and attitudes, whilst on the other hand, it may provide easy
access, encouragement and an appropriate social setting for consumption
(Glaser, Shelton & Bree, 2010).
Social Learning Theory suggests
that it is not necessary for adolescents to observe a given behaviour
and adopt it; it is sufficient to perceive that the peer group accepts
it, in order to be able to opt for similar behaviours (Petraitis, Flay
& Miller, 1995). Peers may strongly determine preference in the way
of dressing, speaking, using illicit substances, sexual behaviour,
adopting and accepting violence, adopting criminal and anti-social
behaviours and in many other areas of the adolescent’s life (Padilla,
Walker & Bean, 2009; Tomé, Matos & Diniz, 2008). An example of
this is that the main motives for alcohol consumption given by
adolescents are related to social events, which usually take place in
the company of friends, namely: drinking makes holidays more fun, it
facilitates approaching others; it helps relaxing or facilitates sharing
experiences and feelings (Kuntsche, Knibbe, Gmel & Engels, 2005).
Also, mimicking risk behaviours may be greater when consumption begins
in the context of a social event (Larsen, Engels, Souren, Granic &
Overbeek, 2010).
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