A Study of Junior High School Students’Peer Pressure and Its Correlates

• Main Authors: Chung Shih-mei, 鍾詩梅
• Other Authors: Tsai Yuan Chung
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/18989877664899227736

碩士 === 臺北市立大學 === 心理與諮商學系碩士班 === 102 === The present study was aimed to investigate the peer pressure of junior high school students and its correlates. The sample consisted of 497students from 10 public junior high schools in Taipei City and were drawn with a convenience sampling method. The instrument included Peer Pressure Scale, Checklist of Peer Pressure Experience, Big-Five Mini-Markers, and Self-Esteem Scale. Data were analyzed by t test, one-way ANOVA, test for homogeneity, Pearson’s Correlation, point-biserial correlation, and multiple regressions. The main findings were as follows: 1. The experience of peer pressure in misconduct, pro-adult behavior and peer assistance were higher for boys than for girls. The degree of peer pressure in takiing on group responsibility and peer assistance were higher for boys than for girls. 2. As for the experience of peer pressure in pro-adult behavior, 8th-graders were higher than 7th-graders. The students of 8th-grade were higher than those of 7th-grade in the peer pressure of misconduct; the students of 9th-grade were higher than those of 7th-grade in the peer pressure of pro-adult behavior. 3. The students of different birth order differed in the experience of peer pressure and the perception of peer pressure. 4. The social-economic status did not account for remarkable variability in the experience and perception of peer pressure. 5. Significant correlation was found between big-five personality traits and peer pressure. 6. There was a significant correlation was between self-esteem of junior high school students and peer pressure. 7. Background variables, personality traits, self-esteem, and experience of peer pressure together contributed to the variability of peer pressure, but were not the most effective predictors. Based upon these findings, factors contributing to differences in peer pressure were discussed, as well as the implications for education and suggestions for future research.