Peer Group Research Articles

Peer Group Pressure, Study Habit And Academic Achievement Of Secondary School Students

The study focused on finding out the relationship between peer group pressure, study habit and academic achievement of secondary school students in Ebonyi North Education Zone of Ebonyi State. Three purposes and three research questions were formulated to guide the study. Three hypotheses were tested. A correlational survey design was adopted for the study. The population of the study was twenty-four thousand three hundred and sixty nine (24,369) secondary school students. Multistage sampling procedure was adopted for the study. 300 students were randomly sampled for the study. Instrument for data collection was a structured questionnaire titled Peer Group Pressure, Study Habit and Academic Achievement. The instrument was validated by three specialist. The internal consistency of the instrument was tested using Crombach Alpha procedure which yielded an overall index of 0.89. Data collected were analyzed using linear regression for research questions. The hypotheses were analyzed using regression tool. The results revealed a negative relationship between peer group pressure and academic achievement; a strong relationship between study habits and academic achievement, and a high relationship between peer group pressure, study habits and academic achievement. Furthermore there is a significant relationship between study habits and academic achievement, and between peer group pressure, study habits and academic achievement. It was recommended among other things that students should pay much attention to their study habits in order to improve their academic achievement

Peer-Delivered HIV Self-Testing, Sexually Transmitted Infection Self-Sampling, and Pre-exposure Prophylaxis for Transgender Women in Uganda: A Randomized Trial.

Peer-delivered HIV self-testing (HIVST) and sexually transmitted infection self-sampling (STISS) may promote adherence to oral pre-exposure prophylaxis (PrEP), but no studies have analyzed this approach among transgender women (TGW) in sub-Saharan Africa. The Peer study was a cluster randomized trial in Uganda (October 2020-July 2022; NCT04328025). Ten TGW peer groups, each with 1 TGW peer and 8 TGW, were randomized 1:1 to receive quarterly in-clinic HIV testing with PrEP refills as standard-of-care (SOC) or SOC plus monthly peer delivery of oral-fluid HIVST, STISS, and PrEP refills (intervention). Participants were followed for 12 months. The primary outcome was PrEP adherence. We screened 85 TGW and enrolled 82 (41 per arm). The median age was 22 years (interquartile range [IQR] 20-24). Twelve-month retention was 88% (72/82). At the 3, 6, 9, and 12-month clinic visits, 10%, 5%, 5%, and 0% of TGW in the intervention arm had TFV-DP levels ≥700 fmol/punch, versus 7%, 15%, 7%, and 2% in the SOC arm, respectively (P = 0.18). At all visits, any detectable TFV-DP levels were significantly higher in SOC than the peer delivery group (P < 0.04). PrEP adherence was associated with sex work (incidence rate ratio 6.93; 95% CI: 2.33 to 20.60) and >10 years of schooling (incidence rate ratio 2.35; 95% CI: 1.14 to 4.84). There was a strong correlation between tenofovir detection in dried blood spots and urine (P < 0.001). No HIV seroconversions occurred. Peer-delivered HIVST and STISS did not increase low levels of oral PrEP adherence among TGW in Uganda. Long-acting PrEP formulations should be considered for this population.

The impact of the first phase of the COVID-19 pandemic on referral patterns and therapeutic service provision for children and young people's psychosocial distress in a Low-or Middle-Income Country: A service evaluation of routinely collected data from a non-government organisation operating in schools in the Western Cape, South Africa.

In low- and middle-income countries (LMICs), including South Africa, there is a paucity of psychosocial support services. Therefore, services are often provided in schools by non-government organisations like Community Keepers (CK). The COVID-19 pandemic and resultant restrictions meant that children and young people's (CYP) lives changed, negatively affecting their mental health. Further, organisations like CK had to change their working processes. This project compared routinely collected data from CK from 2019 (pre-pandemic) to 2020 (pandemic) to describe the changes that occurred in referral patterns to, and service provision by, CK. Both pre-pandemic and during the pandemic, most referrals of CYP were for emotional/psychological support and behavioural difficulties. In 2020, referrals for general guidance increased, whilst referrals for peer group issues and sexuality decreased. Further, CK completed more brief check-ins, provided wellbeing workshops to increased numbers of teachers, parents and CYP, and had more consultation sessions with other service providers during the pandemic. Routinely collected data from this community-based service in a LMIC context shows differences in the way that support was provided, and to whom, during the COVID-19 pandemic. Clinical implications, including the importance of increasing access to psychosocial support via technology, are included.

Unlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone South Ethiopia

The purpose of this study was to assess the relative effectiveness of cooperative learning (CL) strategies on learners’ peer relatedness, academic support (AS), and learning gains in Biology. A quasi-experimental non-equivalent group pre-test post-test design was employed, involving a sample of 81 students. Both quantitative and qualitative data were collected, and analyses were conducted using t-tests, one-way MANOVA, bivariate correlation, and regression analysis. As anticipated, the t-test and MANOVA results revealed that participation in CL strategies had a moderate to substantial effect on the measured variables, with Partial η2 values ranging from 0.471 to 0.722. In addition, regression analysis indicated that peer relationships and AS together accounted for 43.2% of the variance in overall learning gains. Qualitative findings highlighted significant challenges to the effective implementation of CL, including students’ unfamiliarity with the method, resource constraints, and teacher resistance. The findings provide preliminary evidence that shifting classroom instruction from a content-centric approach to a learner-centered approach can enhance not only the quality of teaching but also the quality of learning and key indicators of student success.

Opening the Gateway to Oral Participation: Exploring Facilitative Contextual Factors in the Association Between Student Shyness and Hand Raising

This field study examined factors that might influence hand raising in students with high levels of shyness. Data were assessed using student self-reports of shyness and social relatedness factors (student-teacher relationship and peer relationship), observations of instructional factors (wait time, warm calling, class size, and school subject), and behavioral measures of hand raising among 204 middle school students during a school week. Multilevel analyses show that student-teacher relationship and warm calling facilitate hand raising of highly shy students, but also that they less likely raise their hands the better their peer relationship. Thus, the results suggest that both social relatedness and instructional factors can promote hand raising in highly shy students, opening the gateway to their oral participation.

Виктимность в юношеском возрасте: роль социальных связей и характера отношений в семье и студенческом сообществе

Introduction. Currently, there is an increase in the risks of victimization among representatives of different age and social strata, including young people. The aim of this study was to reveal the role of the quality of students’ relationships with peers and parents in the determination of their victimization. Materials and methods. Russian university students (M=105) took part in the study. The following methods were used: a demographic questionnaire, O.O. Andronnikova's Methods for Studying propensity to Victim Behavior by O.O. Andronnikova, G. Armsden and M. Greenberg's Parent and Peer Attachment Questionnaire, Alvarez's Family Social Capital Questionnaire, Lau and Lee's Student Social Capital Questionnaire. The obtained results indicated the positive role of secure attachment to the mother and to the friend, family cohesion and the negative role of conflicts in the family in the prevention of victimized behavior in adolescence Realised victimhood is more closely related to mother attachment than to father and friend attachment. Communication and cohesion among family members prevent the realisation of victimhood, while conflictual relationships within the family contribute to it. The propensity for aggressive behaviour is determined by the characteristics of attachment to mother, father and close friend; family relationships, attachment to mother and attachment to friend predict the propensity for self-harm; the propensity for dependent and uncritical victimization is determined more by family relationships than by peer relationships. The practical significance of the results is discussed.

THE POWER OF OPEN COMMUNICATION: EXAMINING THE RELATIONSHIP BETWEEN PARENT-ADOLESCENT COMMUNICATION AND PROBLEM EXTENT AND THE MODERATING ROLE OF SIBLING INFLUENCE

Adolescence is the period of extensive physical, emotional, and social transformation. This article focuses on the primary role of effective communication within the family, especially parents and siblings influence, in shaping adolescence development. It considers how open, supportive, and sincere interactions help in identity formation, peer relationships, cognitive development, and affect regulation during this critical stage. The article draws both on Eastern and Western psychological paradigms, showing how academic psychology has evolved over the years and the main theoretical frameworks which inform our understanding of adolescent development. It is in this regard that the current study will explore the importance of effective family communication in developing a positive identity, building self-esteem, and supplying a sense of belonging. Emphasized herein is the role of parents in guiding adolescents through open discussions that will help them think critically, solve problems, and make independent decisions. Attention falls onto sibling influence in that they are in a special position to offer emotional support, companionship, and modeling behaviors. It draws from quantitative studies how family dynamics impact adolescent results. Construction and standardization processes of psychological measures are described to explain why reliable and valid instruments are needed when studying adolescent behavior and family interaction. This article concludes with the practical recommendations to enhance family communication strategies in supporting adolescent development. This integration of theoretical perspectives and empirical findings thus provides critical insights for educators, practitioners, and families seeking to promote healthy developmental trajectories among adolescents through effective communication and supportive sibling relationships.

The Mediating Effect of Social Anxiety in the Effect of Shyness on Peer Relationships in Early Adolescents: Centered on Interpersonal Anxiety and Performance Anxiety

The Mediating Effect of Social Anxiety in the Effect of Shyness on Peer Relationships in Early Adolescents: Centered on Interpersonal Anxiety and Performance Anxiety

The effects of cooperative learning on self-reported peer relations, peer support, and classroom engagement among students with disabilities

Students with disabilities are at an increased risk of experiencing poorer quality peer relationships than those without disabilities. Previous school-based efforts to promote positive peer interactions among students with and without disabilities have included individual skill development and broader initiatives such as inclusive school practices. In the current study, we investigate the effects of cooperative learning (CL) on peer relationships, peer academic supports, and classroom engagement of middle school students with and without disabilities over two years. Using 4 waves of data from a cluster randomized trial of middle schools, we hypothesized that CL would create positive gains in study outcomes among all students, but we anticipated that effects would be more pronounced among students with disabilities. Results confirmed these hypotheses and highlighted the potential role of CL in creating greater social integration among students with and without disabilities. The implications of these findings for practitioners and policymakers are discussed.

Coping strategies adopted by caregivers of children with autism in the Limpopo Province, South Africa

Background: Emotion- and problem-focused coping strategies are frequently employed by caregivers of autistic children to increase their general well-being and resilience to the stress of raising the child. Although these strategies cannot directly address the situation, it is useful for handling stressful situations that cannot change.Objectives: The study seeks to explore and understand the emotion- and problem-focused strategies that caregivers use to cope with the challenges of raising a child with autism.Method: This was a qualitative, exploratory and descriptive research study. Twenty-eight caregivers were purposive-convenient sampled from the public special schools where their autism spectrum disorder (ASD) children are schooling. Semi-structured interviews were used to gather data, which were then transcribed and subjected to thematic analysis.Results: Positive emotion-focused strategies include positive reappraisal, reframing and acceptance. Negative emotion-focused strategies include denial, emotional release, cognitive distortion, self-isolation, overprotection, negative self-talk, punishment and religion. Problem-focused coping strategies include active and adaptive coping, peer group, professional support and social support.Conclusion: The coping methods that have been identified can be integrated into intervention programmes and serve as a guide for specialised institutions that offer more extensive knowledge and assistance to families who are caring for children with ASD.Contribution: The study contributes to understanding the emotion- and problem-focused strategies adopted by rural caregivers in managing their emotions, interpretation of the situation and adjusting to the demands of raising an autistic child.

A randomized controlled trial for self-advocacy intervention in college students with disabilities.

People with disabilities often achieve lower educational attainments and face worse employment outcomes compared to the general population, a disparity partially due to the insufficient development of self-advocacy skills in academic and professional environments where targeted interventions are limited. This study designed and evaluated a 6-week self-advocacy program (SAP) enhanced with solution-focused brief therapy techniques for college students with disabilities (SWDs). A program evaluation on process and outcomes was conducted using a pilot randomized controlled trial with college SWD (n = 28). Process evaluations included feasibility, fidelity, and acceptability, whereas the preliminary impact was determined by comparing the outcome assessments of SAP and the control groups. Process findings indicated that the SAP was conducted as planned, with facilitators effectively employing solution-focused techniques. The program gained traction among SWD and proved feasible for implementation in college settings. SWD reported satisfaction with their participation and shared SAP's strengths as well as areas for improvement. Results indicated that SAP significantly increased SWDs' confidence in disclosing their disabilities and requesting accommodations in the workplace compared to their peers in the waitlist control group. However, no group differences were observed in self-advocacy and self-determination. The findings suggest that SAP offers benefits in various aspects of self-advocacy for college SWD, informing future implementations of SAP or similar initiatives targeting this group. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Impact of an Instructional Package Based on a Virtual Lab on the Achievement of First-Grade Intermediate School Students in Chemistry

The current research aims to identify the impact of an instructional package based on a virtual lab on the achievement of first-year intermediate school students in chemistry. To achieve the research objective, the following null hypothesis was formulated: "There is no statistically significant difference at the 0.05 level of significance between the mean scores of the experimental group students who study according to an instructional package based on a virtual lab and the mean scores of the control group students who study according to the traditional method in chemistry achievement." The quasi-experimental design with partial control (an experimental group and a control group) with unequal numbers and a post-test in achievement was chosen. The sample consisted of 66 students from Al-Qadisiyah Intermediate School for Boys, selected randomly. The experimental group consisted of 34 students who studied according to the instructional package based on a virtual lab, and the control group consisted of 32 students who studied according to the traditional method. The experimental and control groups were equalized in terms of variables: age (in months), general average grades for the sixth grade, prior knowledge, and parental education level. A total of 24 daily teaching plans were prepared for both the experimental and control groups. The teaching plans for the experimental group were organized according to an instructional package based on a virtual lab, while the teaching plans for the control group were organized according to the traditional method. The data were statistically processed using the SPSS package for two independent samples with unequal numbers. The results showed that the experimental group, which studied according to the instructional package based on a virtual lab, outperformed their peers in the control group, who studied using the traditional method in the achievement test. Therefore, the current study recommends using an instructional package based on a virtual lab in teaching chemistry and suggests conducting further studies on different stages and subjects to identify its impact on various variables.

A Case Study of Gestalt Art Therapy for Children with Peer Relationship Conflict and Difficulty in Self-Expression

A Case Study of Gestalt Art Therapy for Children with Peer Relationship Conflict and Difficulty in Self-Expression

The The Whole Brain Teaching Model: How Does This Model Contribute to Social Skills in Early Childhood?

Objective: This study aims to evaluate the impact of the Whole Brain Teaching Model on enhancing students' social skills. Method: A quantitative approach with experimental research methods was used, employing a one-group pretest-posttest design. The study population consisted of students from Darussalam Candi Kindergarten, Thoriqussalam Kindergarten, and Masyitoh Kindergarten in Sidoarjo Regency. Data analysis was conducted using a paired sample t-test. Result: The findings indicate significant improvements in the average pre-test and post-test scores across various dimensions: peer relationship skills increased by 1.62, self-control (self-management skills) by 1.52, academic skills by 1.58, compliance skills by 1.82, and assertion skills by 1.53. Consequently, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. Therefore, the Whole Brain Teaching model positively and comprehensively enhances various aspects of social skills in early childhood. Novelty: This study showcases a unique application of the Whole Brain Teaching (WBT) Model to enhance social skills in early childhood. By adopting a holistic approach that engages both the left and right brain, the study fosters cooperation, empathy, and communication, thereby offering a fresh perspective on early childhood education.

Behavioral development in the Shadow of child Neglect: The roles of resilience and peer rejection

Child neglect, a pervasive issue impacting numerous children globally, directly correlates with poorer behavioral outcomes. Drawing on data from 1043 middle and high school students in Jiangsu Province, this study investigates the impact of child neglect on the behavioral development of children in rural China. The stress process model was employed to examine the mediating roles of resilience and peer rejection, with gender as a moderator. Findings reveal that child neglect directly correlates with poorer behavioral development, with resilience and peer rejection serving as significant mediators in this relationship. The analysis further reveals that the effect of resilience on behavioral development is moderated by gender, being more pronounced in boys. By integrating the stress process model, this study enriches the theoretical discourse on child neglect and provides empirical evidence from a neglected demographic, emphasizing the need for nuanced, gender-specific policy and practice interventions. These insights underscore the necessity for targeted interventions that consider the unique challenges posed by child neglect, advocating for strategies that enhance resilience and effectively manage peer relationships.

Psychological Impact on Overweight and Obese Among Adolescents Visited in a Tertiary Care Hospital, Dhaka

Background: The relationship between overweight/obesity and Psychological impact is quite complex. Many researchers believe that overweight/obesity has a direct impact on mental health and can lead to mental disorders. Mental illness is common during the period of adolescence. Overweight and obesity in adolescent’s present significant challenges to public health and have become major public health issues in recent decades in Bangladesh. This study needed as there was very few information of Psychological impact on overweight and obese among adolescents. Methodology: This cross sectional observational study was held in Bangladesh Shishu Hospital &amp; Institute from 1st September 2023 to 29th February 2024. A total 84 participants were included in this study. Data were collected by SDQ questionnaire and demographic variables like age, sex and BMI were measured. Results: Among 84 participants 57% were male and 43% were female. Most of the respondents 63 (75%) were between the age of 10 to 14 years, 13 (15.5%) respondents were between the age of 15 to 17 years and 8 (9.5%) respondents were between the age of ≥ 18 years. Regarding Participant’s Education, 58.33% of respondents were in Junior Secondary, 28.57% were in Primary, 8.3% were in Higher Secondary and 4.76% were in Secondary education. According to the Parent’s Monthly Income, most of the parents 83.33% earn more than Forty Thousand Taka Per Month. Among 84 Participants, 58 (69%) were Overweight and 26 (31%) were Obese. Among Overweight participants 6(10.34%) were normal, 42 (72.41%) respondents had Emotional symptoms, 7 (12.07%) respondents had Conduct Problem, 2 (3.45%) respondents had Hyperactivity/Inattention and 1 (1.72%) respondents had Peer Relationship Problems. Among Obese participants 1 (3.85%) was normal, 17 (65.38%) respondents had Emotional symptoms, 5 (19.23%) respondents had Conduct Problem, 2 (7.69%) respondents had Hyperactivity/Inattention and 1 (3.85%) respondents had Peer Relationship Problems. Conclusion: This study have been conducted regarding the Psychological impact on overweight and obese among adolescents and found significant impact of both overweight and obesity but Obese adolescents face more psychological impact comparatively.

The Impact of Maladaptive Emotion Regulation in Early Adolescence on the Quality of Peer Relationships: The Buffering Effect of Perceived Social Support

The Impact of Maladaptive Emotion Regulation in Early Adolescence on the Quality of Peer Relationships: The Buffering Effect of Perceived Social Support

Language Learning Issues of Non-Reader in Rural and Urban Senior High School: A Comparative Analysis

The general objective of this study is to assess the language learning difficulties of non-readers in rural and urban senior high schools in the Division of Cotabato City in the School Year 2022-2023. The purpose of this study is to examine the effects of environmental context, including resource and teacher support, on language development of the learners with poor literacy skills. The research design used was qualitative and the study used a thematic analysis to elicit the experiences of 30 non-readers from rural and urban schools. The data was collected through interviews, focus group discussions and classes observation. The research shows that non-readers in the rural and urban areas have basic problems, including inadequate literacy skills and poor participation in language learning activities. However, there was inequality in the distribution of resources and the level of support received by teachers where urban schools were found to have better resources and teachers’ training than the rural ones. Other factors that added to the difficulties of non-readers, mainly the home environment and peer relations, were worse in rural areas. Therefore, the study underlines the necessity of developing specific measures to approach the issues of non-readers. The enhancement of the vocabulary, resource distribution, and teacher training should be the strategies that aim at eradicating the inequality that exists in the education systems especially for students with different literacy levels or those in different geographical locations

Multisystemic therapy for young people involved in or at risk of child criminal exploitation: Young people and Caregivers' perspectives

AbstractChild criminal exploitation is a form of child abuse, linked to youth gang involvement and with long‐lasting serious consequences for communities. Multisystemic therapy (MST) is a systemic intervention for antisocial behaviour with an extensive evidence base but there is limited research focussing on gang involved or criminally exploited young people. Through semi‐structured interviews, this study qualitatively explored young people at risk of exploitation (n = 4) and their caregivers (n = 6) experience of MST across three sites in England. Four themes emerged through thematic analysis: changes experienced; improved caregiver‐young person relationship; facilitators of change; and barriers to change. The process of MST facilitated behaviour change and supported development of support networks for caregivers and engagement with prosocial young peers. Barriers to change included young people's association with negative adults and frequent peer relationship changes. Further exploration of the complex associations between negative adults and young people at risk of exploitation is recommended.

A latent transition analysis of bullying victimization among Chinese adolescents: Links with peer and teacher–student relationships

AbstractBullying victimization is a significant public health concern and has been associated with various mental health problems. This study aims to investigate the heterogeneity and transition patterns of bullying victimization among Chinese adolescents, and the influence of interpersonal relationships on the dynamic process of victimization over a 12‐month period. The valid sample consists of 1246 adolescents (51.8% girls) in seventh–eighth grade, aged 11–15 years (Mage = 13.58, SD = 0.75) at the first measurement. Latent profile analysis and latent transition analysis were utilized to identify latent profiles and transition patterns of victimization among adolescents. The results revealed three subgroups based on the forms and severity of victimization: the high victimized group, the moderately victimized group, and the low victimized group. The low victimized group is the most stable. Individuals who initially belong to low victimized group rarely transition into moderately or high victimized groups over time. The moderately and high victimized groups changed greatly, with both showing a trend of decreasing levels of victimization. Peer relationships played an important role in preventing victimization, but it was not found that teacher–student relationships had a significant predictive effect.