Peer Influence Effects Research Articles

Friends Can Help to Aim High: Peer Influence and Selection Effects on Academic Ambitions and Achievement

Friends Can Help to Aim High: Peer Influence and Selection Effects on Academic Ambitions and Achievement

Research on the influencing factors of promoting flipped classroom teaching based on the integrated UTAUT model and learning engagement theory

With the rapid advancement of educational technology, the flipped classroom approach has garnered considerable attention owing to its potential for enhancing students’ learning capabilities. This research delves into the flipped classroom teaching methodology, employing the Unified Theory of Acceptance and Use of Technology (UTAUT), learning engagement theory, and the 4C skills (comprising communication, collaboration, creativity, and critical thinking) to investigate its effects on learning capabilities. The research surveyed 413 students from three universities in Jiangxi Province, employing stratified random sampling. SPSS 24.0 and Amos were used for structural equation modeling and hypothesis testing analysis. The findings indicate that: (1) Performance expectancy, effort expectancy, and peer influence significantly enhance students’ learning engagement in the flipped classroom. (2) Students’ learning engagement in the flipped classroom notably promotes their learning capabilities. (3) Performance expectancy, effort expectancy, and peer influence can significantly boost learning capabilities by increasing learning engagement. (4) Personality traits significantly moderate the effect of peer influence on learning engagement, highlighting the crucial role of individual differences in learning. (5) The level of students’ learning engagement is differentially influenced by performance expectancy and peer influence across various academic disciplines. Ultimately, this research provides valuable insights for educational policymakers and guides improvements in teaching practices, collectively advancing educational quality and equity.

“I knew the effects the whole time.” Examination of facilitators and barriers to quit vaping among adolescents

Despite declines in adolescent nicotine vaping during the COVID-19 pandemic, vaping continues to be a public health issue for many adolescents. Most studies on teen reasons for vaping and on barriers and facilitators of vaping were conducted prior to the pandemic. Because teen culture changes so rapidly, and because the pandemic had wide-reaching effects on teens and mental health, it is critical to have a current understanding what helps adolescents to quit vaping (facilitators), as well as what prevents them from quitting (barriers) in order to design effective and engaging interventions. The objective of this qualitative study was to examine reasons for vaping, and barriers and facilitators to quitting vaping among high school age (14–18 years old) students. Students (n = 28; 60.7 % female; 50 % White, 10.7 % Black or African American, 25 % Asian or Asian American, 3.6 % other non-Hispanic; 7.2 % Hispanic; 21.4 % former vapers, 78.6 % current vapers) were recruited online from four regions in the US and participated in one of five online focus groups. We conducted a content analysis of the focus groups using a team-based coding approach. The most frequently cited reasons for vaping were mood, peer influence, and boredom. Results also showed that the stigma of seeking treatment acted as a barrier to quitting vaping, while self-reflection acted as a facilitator. In addition, two factors, peer influence and health effects, served as both barriers and facilitators, depending on the context. Program developers can use this information to design engaging vaping cessation programs intended for adolescents.

Empirical Effects of Price, User Experience, and Peer Influence on Goal-Oriented Browsing in Indonesian Online Food Shopping

Empirical Effects of Price, User Experience, and Peer Influence on Goal-Oriented Browsing in Indonesian Online Food Shopping

Understanding the Social Interaction and Communication Skills in Autistic Children

Abstract: ASD (autism spectrum disorder) presents with social emotional difficulties for individuals who interpret and successfully communicate social signals. This paper reviews the effect of peer influence on social communication and interaction abilities in the children with autism. The paper reviews the available literature and offers intervention strategies that can better the social interaction status of the children. Research points to the fact that there are gender difference patterns in the social communication skills of ASD children, suggesting therefore the need for gender-sensitivity in their understanding and care. The research supports the need for personalized therapeutic strategies and care services. This allows for progressive social and communication advancements for children with autism spectrum disorder. On the other hand, the study also acknowledges several limitations, so that, proper diagnostic tools along with other approaches such as longitudinal studies should be considered for a better understanding of social interaction in ASD.

Discovering Heterogeneous Causal Effects in Relational Data

Causal inference in relational data should account for the non-IID nature of the data and the interference phenomenon, which occurs when a unit's outcome is influenced by the treatments or outcomes of others. Existing solutions to causal inference under interference consider either homogeneous influence from peers or specific heterogeneous influence contexts (e.g., local neighborhood structure). This thesis investigates causal reasoning in relational data and the automated discovery of heterogeneous causal effects under arbitrary heterogeneous peer influence contexts and effect modification.

FAKTOR YANG MEMPENGARUHI SAVING BEHAVIOR MAHASISWA YANG TINGGAL MANDIRI

This study aims to determine the effect of Financial Literacy, Parental Socialization, and Peer Influence on Saving Behavior of students who live independently. Primary data collection was carried out by distributing online questionnaires in the form of Google Forms to 160 respondents on the LINE and Telegram applications. The collected data were processed using Partial Least Square Structural Equation Modeling (PLS-SEM). The results obtained are Financial Literacy, Parental Socialization, and Peer Influence can affect the Saving Behavior of students who live independently.

Do Peers Influence the Development of Individuals’ Social Skills? The Potential of Cooperative Learning and Social Learning in Elementary Schools

Promoting social skills in addition to teaching curricular content is challenging for elementary-school teachers. Teaching methods that implicitly foster social skills could support teachers and students alike. Peer influence and social learning, as a mediating peer-influence mechanism, could be beneficial. If peers can show their social skills in class, students with lower social skills could adopt their skillset. An intervention study investigating the peer influence effect of cooperative learning on the development of social skills was conducted with 558 students (Mage = 8.66; 49,3% female) of 26 classes. Over the course of four weeks Cooperative Learning was implemented daily in intervention classes to determine the effects of peer influence as well as additional effects of Cooperative Learning on the development of social skills. The results suggest that students with low social skills can benefit from Cooperative Learning if they are taught in highly socially skilled classes. The article discusses possibilities to enrich Cooperative Learning to benefit all students.

클래스넷을 활용한 또래생태 및 학급규범 개선: 학생의 학업 열의와 사회적 행동

The objective of this study was to evaluate the impact of teacher-led interventions in the classroom on students’ academic and social behavior. The intervention focused on improving positive peer relationships and classroom norms. To fulfill this purpose, 115 classes (N = 2,858 students) across elementary, middle, and high school levels were divided into an experimental group (n = 66 classes) and a control group (n = 49 classes). Students’ academic engagement (behavior, emotion), social behavior (overt and relational aggression, prosocial behavior), teacher―student relationships (support, conflict), teacher alignment, and peer network attributes were collected at the beginning and end of the semester through student and teacher reports as well as peer nominations. Multilevel analyses and longitudinal social network analyses were utilized to evaluate the impact of the teacher-led intervention. The results of the multilevel analysis revealed that teacher alignment, teacher―student conflict, and an initial level of academic engagement were significant factors to improve academic engagement. In terms of overt and relational aggression, teacher support played a crucial role in the experimental effect, with varying impacts observed in elementary and middle school groups. Longitudinal social network analysis revealed significant classroom intervention effects on prosocial behavior. Both peer choice and socialization (influence) effects were significant in the experimental group, while only the peer influence effect was observed in the control group. This suggests that the class-based intervention contributed to the development of prosocial behaviors as class norms. This study has educational significance in that it highlights the importance of creating positive class norms and peer ecology to enhance students’ academic engagement and social behavior.

The Effect of Peer Influence and Neighborhood Quality on Incarcerated Fathers' Attachment.

Commonly referred to as the "hidden victims" of incarceration, children with a parent who is intermittently or repeatedly incarcerated face various challenges that exacerbate behavioral and psychological development. Using a baseline adaptation of the Multi-site Family Study on Incarceration, Parenting and Partnering (MFS-IP), we sought to clarify how peer influence and neighborhood quality can predict the extent of an incarcerated father's attachment to the focal child and partner. Results showed a negative association between negative peer influence and poor neighborhood quality. Conversely, incarcerated fathers' relationship with their biological mother and fathers produced a significant positive association. These findings propose that risk and protective factors can directly influence attachment levels with the focal child, as suggested by Social Control Theory. This article provides a basis for a more comprehensive understanding of clinical support that can be offered to children and families who bear the systemic societal mechanisms of incarceration.

A comparative study on the effects of peer influence on willingness to communicate in speaking activities in online and face-to-face EFL lessons

The purpose of the study is to investigate whether English as a foreign language (EFL) learners are more willing to communicate and study with the same partners or different partners in speaking activities in pairs or small groups and to determine whether there are similarities or differences in learners’ views regarding the same and different partners according to different learning environments (face-to-face and online). A qualitative research design was adopted in the study. The participants were EFL learners at the School of Foreign Languages (SFL) of a state university in Izmir, Turkey. The participants were divided into two groups. The first group (FF) included 20 students who took face-to-face education and the second group (OL) consisted of 20 students who took online education. The qualitative data were collected from both groups by means of a structured written interview form. The results revealed two main themes (1-Feelings, 2- English language production process) and ten sub-themes (1a- positive feelings, 1b- negative feelings, 1c- both positive and negative feelings, 2a- developing intimacy, 2b- collaboration and ease of communication, 2c- insufficiency of English language production, 2d-increase of knowledge, 2e-use of speaking skills, 2f- insufficiency of socialization and interaction, 2g- challenges of online education). The study compares both groups with respect to the above themes and subthemes and discusses implications for the teaching of English.

The Effect of Self-image, Peer Influence and Man-Nature Orientation toward Sustainable Shopping Behaviour among Undergraduate Students in Klang Valley

The Effect of Self-image, Peer Influence and Man-Nature Orientation toward Sustainable Shopping Behaviour among Undergraduate Students in Klang Valley

Peer Relationships and Chinese Adolescents’ Academic Achievement: Selection and Influence

This study applied Simulation Investigation for Empirical Network Analysis to disentangle friendship selection and influence regarding the academic achievement of Chinese adolescents in a 3-year longitudinal study of 880 middle school students (400 girls, Year 1 mean age = 13.33) and 525 high school students (284 girls, mean age = 16.45). Both peer selection and influence effects were obtained. Chinese adolescents preferred friendships with similarly achieving or higher achieving peers but avoided friendships with lower achieving peers. They increased achievement when they befriended high-achieving peers but decreased achievement when they befriended low-achieving peers. Influence but not selection was stronger for middle school students than for high school students. The results may be a function of the importance of academic success for Chinese students.

A Multi-System Approach to Investigate Different Forms of Delinquency in Female Adolescents at Risk: Family, School, and Peers.

The delinquency of female adolescents at risk has increased conspicuously, much to the concern of human service and public health practitioners. Nevertheless, prior findings of pertinent research have commonly been based on samples of male or gender-mixed participants, especially general youths in the community. These cannot adequately explicate the impacts of different contextual systems on at-risk female adolescents, who are, in fact, more vulnerable to developing delinquency. Based on cross-sectional data collected from a sample of 236 at-risk female adolescents with the help of a large social work organization, the present study investigated and compared the effects of family, school, and peer systems on different forms of delinquency among at-risk female adolescents. The results show that positive family functioning, constructive school experiences, and deviant peer influence were predictive of both self-destructive and other-destructive delinquency in at-risk adolescent girls, respectively, but the effects were significantly different depending on which contextual systems influenced what forms of delinquency. Furthermore, the relationships between positive family functioning and both forms of delinquency were significantly mediated by the effects of constructive school experiences and deviant peer influence, giving support to the distal role of family and the proximal functions of school and peers in adolescence. Implications for policy prevention and interventions to strengthen the contextual supports in different social systems to help female adolescents at risk are discussed.

The Effect of Peer Influence on Risk-taking Behavior in Adolescents

Adolescents safety has been widely discussed in recent years. If teens fail to develop good safety habits, teens may be harmed at a physical or even mental level. Among other things, the risk-taking behavior of adolescents endangers their safety to a certain extent. Interpersonal interactions are also indispensable in the social environment, especially when adolescents are not yet fully mature, and their peers may also have some influence on their behaviors. This study aimed to examine the relationship between peer influence and risk-taking behavior among adolescents. Peer influence may be accounted for a large portion of the causes of adolescents' behaviors. Based on some past relevant literature, this paper speculates on some potential factors, such as age, cognition, emotion, and gender. Because of some limitations in the existing research, such as the small sample size, some of the inferred conclusions in this paper should be taken with caution. Nevertheless, this paper provides a reference angle for the subsequent improvement of the research area, which can help develop effective prevention and intervention strategies for adolescents.

A Factual Analysis of the Causal Effect of Sociocultural and Political Factors on Entrepreneurial Intention: Insights from Nigeria

The paper presents a factual analysis of the sociocultural and political determinants of entrepreneurial intention with insights from Nigerian society to provide an understanding of their manifestations and causal effect on entrepreneurial intention. The objective is to validate the provisional understanding of the effect of sociocultural and political factors on entrepreneurial intention provided in the literature. In consonance with the objective a systematic review of the literature was carried out to search for pertinent factors using web based search engines, and several scholarly articles were isolated and examined. Topic search was used to identify articles on sociocultural factors in connection with entrepreneurial intention using their titles, abstracts, and keywords. It attempted, through an extensive literature review, to provide an integrated view for a more comprehensive understanding of sociocultural factors and entrepreneurial intention; and the key sociocultural factors that lead members of society to become entrepreneurs. For robustness, an extensive search for relevant literature was undertaken through a continuous filtering process and 134 articles dealing with sociocultural and/or political determinants of entrepreneurial intention were obtained. The factual analysis of the Nigerian context provided evidence that confirm the theoretical postulations in the articles reviewed. Evidently, all the sociocultural factors and political factors have some direct or indirect influence on entrepreneurial intentions in Nigeria. However, some of them only have modest influence. The strongest and most direct factual evidence was shown in unemployment, work experience, family values and ethnic values, while the weakest and most indirect influence was shown as religious values, social recognition and status, and social security. The effects of peer influence, social network, and job displacement are considered to be relatively weak. Essentially, however, the Nigerian experience and cases argued in this paper provides clarity to the hitherto provisional understanding of how entrepreneurial intention is affected and influenced by the sociocultural experience of a people.

Crime continuity from mid- to late adolescence: the mediating roles of perceived peer delinquency, moral neutralization, and victimization

ABSTRACT The purpose of this study was to determine whether perceived peer delinquency, moral neutralization, and criminal victimization mediated the connection between past and future criminality. Using data from the first five waves and all 1,725 participants (918 boys, 807 girls) in the National Youth Survey (NYS), this study tested a two-mediator pathway modeling on the peer influence effect (delinquency → peer delinquency → moral neutralization → delinquency), and a two-mediator pathway modeled on the person proximity effect (delinquency → peer delinquency → victimization → delinquency). The total indirect effect of both pathways and a shortened pathway that ran from delinquency to peer delinquency to delinquency were significant regardless of whether the full delinquency score or a dichotomized version of that score served as the outcome measure. Shortened pathways mediated solely by moral neutralization or victimization, however, failed to achieve significance. These results provide further support for a cognitive mediation interpretation of the past crime-future crime relationship. The cognitive mediation effect of perceived peer delinquency is discussed in relationship to previously identified processes known to give rise to crime continuity – namely, population heterogeneity, state dependence, and psychological inertia.

Selection homophily and peer influence for adolescents’ smoking and vaping norms and outcomes in high and middle-income settings

The MECHANISMS study investigates how social norms for adolescent smoking and vaping are transmitted through school friendship networks, and is the first study to use behavioral economics methodology to assess smoking-related social norms. Here, we investigate the effects of selection homophily (the tendency to form friendships with similar peers) and peer influence (a social process whereby an individual’s behavior or attitudes are affected by peers acting as reference points for the individual) on experimentally measured smoking and vaping norms, and other smoking outcomes, in adolescents from high and middle-income settings. Full school year groups in six secondary schools in Northern Ireland (United Kingdom) and six secondary schools in Bogotá (Colombia) participated (n = 1344/1444, participation = 93.1%, target age 12–13 years). Over one semester, pupils received one previously tested school-based smoking prevention program (ASSIST or Dead Cool). Outcomes included experimentally measured smoking/vaping norms, self-report and objectively measured smoking behavior, and self-report smoking norms, intentions, susceptibility, attitudes, and psycho-social antecedents. We investigated selection homophily and peer influence using regressions and SIENA modeling. Regression results demonstrate lagged and contemporaneous selection homophily (odds ratios [ORs] = 0.87–1.26, p ≤ 0.01), and peer influence effects for various outcomes from average responses of friends, school classes, or school year groups (standardized coefficients [βs] = 0.07–0.55, ORs = 1.14–1.31, p ≤ 0.01). SIENA models showed that comparable proportions of smoking/vaping-based similarity between friends were due to selection homophily (32.8%) and peer influence (39.2%). A higher percentage of similarity between friends was due to selection homophily and/or peer influence for ASSIST schools compared to Dead Cool. Selection homophily was also more important in Bogotá, whilst peer influence was stronger in Northern Ireland. These findings support using social norms strategies in adolescent smoking prevention interventions. Future research should consider selection homophily and social influence jointly, and examine whether these findings translate to other high and low-middle-income settings with varying cultures and norms.

A meta-analysis study on peer influence and adolescent substance use

AbstractThe extent to which adolescents are influenced by their peers has been the focus of developmental psychological research for over 50 years. That research has yielded contradicting evidence and much debate. This study consists of a systematic review and meta-analysis, with the main aim of quantifying the effect of peer influence on adolescent substance use, as well as investigation into the factors that moderate this effect. Included studies needed to employ longitudinal designs, provide the necessary statistics to calculate cross-lagged regression coefficients controlling for target adolescent’s initial substance use, and comprise participants aged 10–19 years. A search of academic databases and reference lists generated 508 unique reports, which were screened using Covidence. The final inclusion criteria yielded a total of 99 effect sizes from 27 independent studies. A four-level meta-analytic approach with correction to allow the inclusion of multiple effect sizes from a given study was used to estimate an average effect size. Results revealed a significant effect of peer influence ($$\overline{\upbeta }$$ β ¯ = .147, p < .001), indicating that adolescents changed their substance use behaviour in accordance with their peers’ perceived or actual use. Moderation analyses found peer influence effects varied significantly as a function of substance use behaviour (categorised as alcohol, tobacco, marijuana, or composite substance use) and peer influence measure (perceived vs. actual peer report); however, no significant effects emerged in the multivariate moderation model simultaneously examining all five main moderators. These results suggest that adolescent substance use is affected by peer influence processes across multiple substance use behaviours and both directly and indirectly through perceived norms. This has significant implications for substance use prevention, including the potential of harnessing peer influence as a positive force and the need to target misperceptions of substance use.

Adding Up Peer Beliefs: Experimental and Field Evidence on the Effect of Peer Influence on Math Performance

We studied how gendered beliefs about intellectual abilities transmit through peers and differentially impact girls’ academic performance relative to boys’. Study 1 (N = 8,029; 208 classrooms) exploited randomly assigned variation in the proportion of a child’s middle school classmates who believe that boys are innately better than girls at learning math. An increase in exposure to peers who report this belief generated losses for girls and gains for boys in math performance. This peer exposure also increased children’s likelihood of believing the gender–math stereotype, increased the perceived difficulty of math, and reduced aspirations among girls. Study 2 (N = 547) provided proof of concept that activating a gender–math performance gap among college students reduces women’s math performance but not verbal performance. Men’s task performance was not affected. Our findings highlight how the prevalence of stereotypical beliefs in one’s ambient and peer environment, even when readily contradictable, can shape children’s beliefs and academic ability.