PEER PRESSURE AND SELF – CONFIDENCE AMONG SENIOR HIGH SCHOOL

STUDENTS OF THE UNIVERSITY OF THE IMMACULATE CONCEPTION

Abesia, Thea Claire A., Escobidal, Danica Shane E., Gamboa, Jahz Aira M., Pardillo,

Juliemel G., Pelayo, Alexandra A., Rieta, Lorenzo Raphael M.

INTRODUCTION

Background of the Study

Peers are common in today's society, especially to teenagers who utilize it to

be part of the community. Throughout the years, it has become the basis of an

individuals' popularity and social involvement. According to Paradigm Treatment

(2019), teenagers' will experience peer pressure, whether positive or negative, as

they go along in life. Self — confidence can be boosted or destroyed by peers who

influence other people, especially teenagers. It is supported by Dr. Matthews (2020),

where she states that peer pressure is a tough time for most teenagers due to the

conflicts they're experiencing within their social life with others.

The significance of peer pressure in adolescents' lives can be traced to basic

human instinct, the desire to belong. To engage in socially risky behaviour, like

violence, drugs, truancy, alcohol abuse, and juvenile delinquency, all in the name of

wanting to be liked or belong to a certain social group, are under the influence of peer

pressure. However, admittance to these groups requires conformity in terms of style,

values, and interests, aiming to foster a sense of solidarity within the group and

distinguish the organization from other groups (InnerHour, 2016).

 The objectives of adolescence are to start gaining independence, forming new

social groups, and eventually starting a family of their own down the line. As

adolescents face difficulties in their lives, their constant mindset is: "I can't do this,"

which can be stifling. Yet, if they have a high degree of self-efficacy, they will

continue to achieve their goals, find more success, and that will strengthen and build

on themselves (McCauley, 2019).

Self-confidence is a critical key to preparing for adulthood challenges, and both

family and school play a vital role in improving adolescents' self-confidence (The

Asian Age, 2019). When adolescents encounter a lot of tension at home, this can be

compensated to the extent of feeling successful in school or their peer relationships

(Fosco, 2019). Today's students are very vulnerable when it comes to a group of

friends'. Peers inevitably play a greater role in their lives as they become more

independent. However, peer influence often can be difficult to resist, particularly in

emotional circumstances, and you can feel compelled to do something that you are

uncomfortable with (Orillana, 2018). While making judgments and decisions on their

own and in circumstances where they have time to think, adolescents are very quick

and accurate (Casey. 2008).

(LOCAL)

Many studies have looked at the effects of peer pressure on teenagers.

Researchers have studied how positive and negative peer pressure affects the daily
lives of teenagers. However, there has not been much attention to the relationship

between peer pressure and self–confidence among teenagers, specifically students,

and there is no sufficient information regarding this issue. Thus, the researchers

decided to conduct a study about the significant relationship and difference between

peer pressure and self – confidence.

The said study will provide you deeper knowledge and understanding of the

peer pressure and self-confidence among the Grade 12 students of the University of

Immaculate Conception students. It could be very beneficial to students, children,

parents, researchers, and future researchers. The Grade 12 students of the

University of the Immaculate Conception are the main concern of this study. They will

be the ones who will give the information needed to get the level of peer pressure and

self-confidence. Information about this study will be disseminated to the students and

children to be more aware of the said topic, which is very timely and relevant for

adolescents.

This study is also beneficial for the parents and guardians because their way of

orientation might be one factor of why a student is involved with activities influenced

by their peers. This study will give awareness to boost their role as parents and

guardians and encourage them to provide proper guidance to avoid peer pressure

and self-confidence among their children. Researchers and future researchers can

also benefit from this study.

Statement of the Problem

 This study aims to determine the level of peer pressure and self-confidence of

the University of the Immaculate Conception senior high school students. Thus, it

aims to determine if there is a significant relationship and difference between peer

pressure and senior high school students' self-confidence. It seeks to answer the

following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Sex

1.2 Strand

2. What is the level of peer pressure of the students in terms of:

2.1 Social Belongingness

2.2 Curiosity

3. What is the level of self-confidence of the students in terms of:

3.1 Emotional Stability

3.2 Self-efficacy

4. Is there a significant difference in the level of peer pressure among the respondents

when grouped according to:

4.1 Sex

4.2 Strand
5. Is there a significant difference in the level of self-confidence among the respondents

when they are grouped according to:

5.1 Sex

5.2 Strand

6. Is there a significant relationship between the levels of peer pressure and self-

confidence among the students?

Theoretical Framework

Erikson's Psychosocial Development Theory

According to Erikson's Psychosocial Development Theory, the development of

children consists of eight stages of changes that children have to undergo and their

struggle in each stage of their lives to conquer a conflict (Domino & Affonso, 1990).

Erikson theorizes that the problem of trust and mistrust must be overcome by these

adolescents (Domino & Affonso, 1990). In order to have personal development, growth,

knowledge, and have a negative or positive influence that can improve their social skills

and start their adolescent life, peer pressure is needed. According to him, the impact of

peer pressure is that the group can fit in with or adhere to the expectations of the group

by behaving in a way to improve, think, and feel. It usually has both positive and

negative social influences that can shape a person's personality. People learn and

adapt the characteristics, often forming their characteristics from social influences such

as family, friends, peers, teachers, or even acquaintances. The stage of adolescence is

the time where people develop their characteristics, these features may be influenced

by peers or curiosity towards things.

Bandura’s Self-Efficacy Theory

According to Bandura’s Self-Efficacy Theory, the beliefs become a primary,

explicit reasons for motivation (Bandura, 1977, 1986, 1997). Self-efficacy is not about

whether you think you're generally intelligent, whether you really enjoy dealing with

mechanical things, or whether you think you're generally a likeable person. It is better to

regard these more general judgments as various mixtures of self-concepts, beliefs

about general personal identity, or self-esteem that identity evaluations. Self-efficacy is

like the daily sort of confidence, except that it is more clearly defined. And, as with

confidence, one can either have too much or too little self-efficacy. It appears that the

ideal level is either at or slightly above true capacity (Bandura, 1997).

Conceptual Framework

Independent Variable Dependent Variable

Peer Pressure Self-Confidence

Indicators: Indicators:

- Social Belongingness - Self-Efficacy

- Curiosity - Emotional Stability

Moderating Variable

Sex
Strand

Figure 1. Conceptual Framework of the Study

Figure 1 illustrates the Independent Variable which is the level of Peer Pressure

among the respondents. The Self-Confidence among the respondents is the Dependent

Variable of the study conducted because it can be affected as the Independent Variable

can be modified. The profile of the respondents which are the strand and sex are the

Moderating Variable since they will be the one who will provide the results of the study

depending on the answers in the survey to be conducted.

 METHODS

Research Design

Descriptive – Correlation design is a type of research design that encompasses

the monitoring of two variables for the purpose of determining a statistically

corresponding relationship between the variables (Formplus Blog, 2020). This design

aims to classify variables that has a relationship with each other when one change, the

other will also have some changes.

This study utilized the Descriptive – Correlation Design that examines the

relationship of the demographic profile of the respondents and with the level of peer

pressure and the relationship with their self-confidence. The study described the

demographic profile of the respondents in terms of their sex and it will also describe the

level of peer pressure. The study will also determine the difference of the variables

above.

Research Locale

The researchers conducted the study in the University of Immaculate

Conception – Bonifacio Campus that is located in Bonifacio Street, Davao City. It is a

Catholic High School Institution run by the Religious of the Virgin Mary (RVM) sisters.

The University of the Immaculate Conception (UIC) traces its background to the

Beaterio dela Campañia, the early association of indigenous women formed during

Hispanic Colonial times. Furthermore, the university was accredited level 3 by the
Philippine Accrediting Association of Schools, Colleges, and Universities (PAASCU)

with level 3 as the highest rating.

Research Respondents

The study used simple random sampling method for gathering the people who

are chosen to be answered the questionnaire. The respondents of this study were the

Senior High School students specifically in Grade 12 with all the strands covered from

the University of the Immaculate Conception. There will be 100 students who will be

chosen as respondents in Grade 12. The researchers had constitute standard to

guarantee the particularity in picking respondents. Hence, the considered respondents

of the study are those who are enrolled as a Grade 12 student in the University of the

Immaculate Conception. Moreover, the Grade 12 student are suitable in the study

because they can be connected with the researchers which are on the same level.

Research Instruments

This study utilizes two adapted questionnaires. The Likert scale which in this

study’s questionnaire consists of a four (4) point answering scale. The highest value is

four (4) which indicates that the respondents experienced the situation. The second

highest value is three (3) which indicates that the respondents often experienced the

situation. Next value is two (2) states that the situation is not often experienced by the

respondents. And lastly, the lowest value is one (1) states that the situation is never

experienced by the respondents.

The respondents must read the situations indicated in the survey questionnaire

which consists of 20 questions that conveys their level of peer pressure and self-
confidence. The chosen respondents will receive the survey questionnaire through

online platforms and will submit the forms after answering.

The researchers formulated situations for the survey questionnaire and validated

it to the three (3) professional persons. The first part of the survey was the letter for the

respondents informing them about the study and its purpose. Next, the respondents will

select on the provided choices that indicates their sex. The researchers construct the

survey questionnaires and validate it to the professionals who are knowledgeable about

the study.

Mean Range Matrix for Peer Pressure

Scale Description Interpretation Verbal Interpretation

3.26 – 4.00 Strongly Agree Very High The situation is always
experienced by the
students
2.51 – 3.25 Agree High The situation is often
experienced by the
students
1.76 – 2.50 Disagree Low The situation not often
experienced by the
students
1.00 – 1.75 Strongly Very Low The situation is never
Disagree experienced by the
students
 Mean Range Matrix for Self-Confidence

Scale Description Interpretation Verbal Interpretation Data

3.26 – 4.00 Always Very High The situation is always
experienced by the
students
2.51 – 3.25 Often High The situation is often
experienced by the
students
1.76 – 2.50 Not Often Low The situation is not
often experienced by
the students
1.00 – 1.75 Never Very Low The situation is never
experienced by the
students

Gathering Procedure

1. Permission asked from the BED Principal. S. Maria Merlita B. Sabate,

RVM, the BED Principal, was asked for the authorization to conduct a study

to collect the needed data for the inquiry. An electronic letter was sent to the

principal’s University of the Immaculate Conception or UIC email address.

2. Validation of Questionnaire. The questionnaire was made by the

researchers was given to a professional person that was reliable in making it

to check whether the given questions are applicable to the study.

3. The study was conducted. When the authorization letter was signed by the

Principal and the questionnaire is validated by the professionals, the

researchers conducted a study of the population’s selected participants. The

 researchers make certain that all items in the survey questionnaire are

answered to deliver detailed results and are gathered after the participants

responded.

4. The data was collated and tabulated. After the survey was conducted, the

researchers gathered and systematized all the information from the

respondents and was subjected to the chosen statistical manner for analysis.

Statistical Tools

The following statistical tools were implemented in conducting the

gathering of data, analysis, and interpretation of the data in this study.

According to Pritha Bhandari (2020), Descriptive Statistics is a term used to

provide an abstract and arrange the characteristics of a data set. Frequency counts and

percentage are to be implemented in the study to determine the a.) Demographic

profiles of the chosen respondents and b.) the mean score as well as the standard

deviation of the variables, which measures the level of Peer Pressure and its

relationship on the Self-Confidence of the Grade 12 students in the University of the

Immaculate Conception.

T –test. This statistical tool is used to discover if there is a significant difference

between the mean of two groups. Two sample t-test is applied to compare the mean

values of both samples. The two sample t-tests may be conducted on independent

samples, paired samples or overlapping samples.

Analysis of Variance (ANOVA). A statistical tool that is exercised to establish

the degree to which three or more groups or differ in the study.

 Pearson’s Correlation Coefficient is a statistical tool utilized to examine the

relationship between two quantitative, continuous variables. It measures the strength of

the association between two variables.

Ethical Consideration

With the guidance of the American Psychological Association's Ethical Principles

of Psychologists and Code of Conduct, the following ethical considerations are

deliberately considered: Respect for Intellectual Property, Informed Consent,

Permission to Conduct the Study, Right to Privacy, Right to withdraw in the Study and

Confidentiality. The researchers will make sure to openly ask the students’ voluntary

participation and such trust to the researcher. Any use of discriminatory, offensive or

other undesirable languages will be avoided to formulate the study’s contents and

questionnaire. Moreover, the researchers will ensure respondents’ anonymity and

confidentiality of the research participants while also providing an in-depth explanation

of the research process’s totality and its objectives without influencing responses. The

researchers’ highest level of objectivity level will be applied in analysing and interpreting

the research data coming from them.

 REFERENCES

Peer pressure in adolescents. (2016, April 26). InnerHour. 

https://www.theinnerhour.com/blog/peer-pressure-in-adolescents?

fbclid=IwAR0oKGW9MY1Bg6tcdqx6uThz2Lh4tLvPISXCJDAvFBtv5S9GJAoCTQ

tsqm0 

Is peer pressure (positive or negative) affecting your child?. (2019, September 11).

Paradigm Treatment. https://paradigmtreatment.com/child-experiencing-positive-

negative-peer pressure/#:%7E:text=Negative%20peer%20pressure%20can

%20have,as%20good%20as%20their%20peers 

Matthews, D. (2020, January 14). Girls, confidence problems, and peer pressure.

Psychology Today. https://www.psychologytoday.com/us/blog/going-beyond-

intelligence/202001/girls-confidence-problems-and-peer-pressure 

Boosting self-confidence in adolescents. (2019, March 23). The Asian Age.   

https://www.asianage.com/life/more-features/230319/boosting-self-confidence-in-

adolescents.html

Orillana, R. (2018, March 26). Peer pressure: Getting in the way of student

learners. SULONG UDYONG!. http://udyong.gov.ph/index.php?

option=com_content&view=article&id=9600:peer-pressure-getting-in-the-way-of-

student-learners &catid=90&Itemid=1267 

Jax, C. (2017, September 26). What is Erikson’s theory regarding peer influence
 in adolescent development? How to Adult. https://howtoadult.com/eriksons-

theory-regarding-peer-influence-adolescent-development-19209.html

Motivation as self-efficacy. (n. d.). Lumen Educational Psychology.

https://courses.lumenlearning.com/educationalpsychology/chapter/motivation-as-

self-efficacy/?fbclid=IwAR3KMv_tewVGuDuTUt0lYU-

03wDnOWUR8Ix3kAjyqv0G-NAl6jEane-7-Jc#:~:text=In%20self-efficacy

%20theory%20the,action%20or%20goal%20are%20specific

Bhandari, P. (2020, October 12). An introduction to descriptive statistics. Scribbr.

https://www.scribbr.com/statistics/descriptive-statistics/

Formplus Blog. (2020). Correlational research designs: types, examples & methods.

Formplus. https://www.formpl.us/blog/correlational-research

QUESTIONNAIRE

Dear Respondents,

The researchers are requesting you to participate in the research entitled “Peer
Pressure and Self-Confidence of SHS students of UIC”. This questionnaire has
been modified to gather data about the level of peer pressure students are experiencing
and their self-confidence. The questionnaire should take no less than 15 minutes to
answer. Rest assured that personal information will remain anonymous.
Respectfully yours,
The Researchers
________________________________________________________________

NAME (Optional): _________________________________________________

SEX: ____________________________
STRAND: _______________________ 

Level of Peer Pressure

Direction: Answer honestly by placing a check (√) on the corresponding column of your
answer.

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree

STATEMENTS 4  3  2  1 

Social Belongingness

1. I love to follow my peers 

           

2. In order to be accepted, I will do their provocations 

           

3. I will do what my peers want me to do 

           

4. I prefer to spend a lot of time with my peer group 

           

5. I participate in school activities because of my peers

           

Curiosity

1. I want to discover things despite the consequences.

2. I drink alcohol because my peers also drink.

3. I try something threatening because my peers dared

me to do so.

4. I am curious about having vices because of my

peers.

5. I engage into something different for my taste

because of my peers.
Level of Peer Pressure

Direction: Answer honestly by placing a check (√) on the corresponding column of your
answer.

4 – Always 3 – Often 2 – Rarely 1 – Never

STATEMENTS 4  3  2  1 

Self-Efficacy

1. I will be able to achieve most of the goals that I

have set for myself             

2. I am confident that I can perform effectively on            

many different tasks. 

3. I can make my own decisions            

4. I want to try exceeding my limitations             

5. I want to try something new that I can step out from            

my comfort zone 

Emotional Stability 

1. I manage my own and other people’s feeling and

emotion.

2. In the face of failure, I remain optimistic.

3. I am stable and secure towards the attitude of

myself.

4. I can communicate and share my feelings towards

other people.

5. I am not easily bothered by things.