Peer Pressure and Subject Selection
Kavita Roy1, Khritish Swargiary2
Email: Kavitaroy811@gmail.com, Khritish@teachers.org
Abstract
This research delved into the intricate relationship between peer pressure and subject selection for higher education among Indian students. A sample size of 100 participants, meticulously selected through a stratified random sampling technique, was grouped from A to J, representing distinct regions such as Mumbai, Chennai, Guwahati, Noida, Surat, Bhopal, Patna, Srinagar, Delhi, and Puri. Employing a mixed-methods approach, the study scrutinized participant ratings on a scale of 1-5, revealing varying degrees of influence within different groups. Statistical analyses, including a one-sample t-test, were conducted, determining the significance of peer pressure on subject selection. Notably, Groups C, F, and G exhibited a significant influence, rejecting the null hypothesis, while the remaining groups showed no significant impact. Participants reported feeling pressured to select specific subjects due to peer influence, emphasizing the importance of peer approval in decision-making. The findings underscore the multifaceted nature of peer pressure, as participants considered peer opinions in their subject choices. The research concluded with recommendations for further exploration of specific influencing factors and strategies to mitigate negative effects on decision-making processes. In conclusion, the comprehensive mixed-methods research conducted on the influence of peer pressure on subject selection for higher education in India has yielded valuable insights into the complex dynamics at play among diverse student groups. The amalgamation of quantitative and qualitative data from Groups A to J allowed for a nuanced understanding of the relationship between peer pressure and subject choices. Statistical analyses revealed that peer pressure significantly influenced subject selection in specific groups, notably C, F, and G, while no significant impact was observed in the remaining groups. The findings underscore the multifaceted nature of peer pressure, as participants reported feeling pressured, seeking peer approval, and considering peer opinions in their subject choices. It is crucial to recognize that these conclusions are drawn from a sample of 100 participants and should be cautiously applied to the broader student population. Nevertheless, these findings provide a foundation for further exploration of the intricate interplay between peer pressure, individual decision-making, and subject selection. Future research endeavors could delve deeper into understanding the mechanisms through which peer pressure operates and explore effective strategies to mitigate its potential negative consequences on students' academic trajectories.
Introduction
Peer pressure is frequently observed during the adolescence stage of teenagers because they often seek solace among their peers and intend to emulate what their peers do without discerning whether it is beneficial or detrimental to them. Adolescence is a transitional period for an individual when a child reaches the point of transitioning from childhood to adulthood (Adeniyi & Kolawole, 2015). Thus, individuals are susceptible to temptations in the social contextualization concepts; for instance, socializing with others may involve engaging in activities such as napping and drinking during classes or the workday (Bonein & Denont-Boemont, 2013). The adolescent social environment could impact teenagers during their adolescence because, mostly in this period, teenagers tend to communicate more with their peers. As children grow and enter adolescence, teenagers become more reliant on their peers than their family, especially when making choices and developing their moral values in life (Uslu, 2013). Human development is influenced by socialization with others in the environment. Specifically, the academic achievements of students are thought to be correlated with the support provided by parents, teachers, and the peers of teenagers that affect their level of academic performance (Chen, 2008). In general, teenagers spend more time with peers. Peer pressure is described to have both positive and negative impacts on individuals and can even have no effect on a person because peer pressure is a continuous learning process (Gulati, 2017). Peer pressure often appears to have various effects on student academic performance in school. It is about how their peers influence them, whether in a positive or negative way. Teenagers need to seek comfort from others that they find in the presence of their peers, and they may not even be aware of how their peers influence them academically. Parental effects on the educational pursuit and attainment of an individual have garnered significant support and validation in numerous studies, notably exemplified by the investigation conducted by [3], which revealed that parental guidance plays a crucial role in shaping the learning achievements of adolescents, especially concerning the socio-economic status of parents. This assertion is further underscored by a psychoanalytic theory that delves into both voluntary and involuntary childhood experiences and memories [4]. These experiences are frequently dominated by parents, influencing an individual's choices and mentality, resulting in career decisions often mirroring childhood experiences, fulfilling childhood needs, or realizing familial dreams. The impact of working mothers and homemakers also emerges as a pivotal factor in delineating career trajectories for their daughters and sons within a household [5], [6]. As outlined by [7]-[9], the career paths of parents significantly intertwine with the career choices of their children. The influence of parents on attitudes and values strongly molds individual career preferences, with a heightened effect in socialist cultures, where respect for and obedience to one's parents are paramount values. Conversely, a counterargument posits that parental influence on children's career choices might not be as substantial, with individualism playing a more pivotal role [10]. Concurrently, the influence of peers on career choices gains prominence, aligning with the discoveries of [11]-[13], which indicate that teenagers are more susceptible to group norms during their formative years, seeking to establish a sense of personal identity in harmony with the normative expectations of their peers. [14] corroborates this idea, demonstrating that peer influence coexists with parental influence. Earlier research findings echo the sentiments of [15] and [16], contending that parental influence carries significant weight in the selection of majors. Parents associated with a specific field tend to create an environment fostering peer effects congruent with the chosen career path. Consequently, early exposure to a parent's career path correlates with the peer influence encountered by an individual, encompassing the combined impact of parents, peers, and other variables. Peers emerge as another formidable force in shaping student decision-making processes. The subjective norm, according to [17], reflects an individual's perception that influential people in their life expect them to either engage or refrain from a particular behavior. The general subjective norm is determined by perceived expectations from specific individuals or groups, coupled with the person's motivation to adhere to those expectations. The process of selecting subjects for higher education is a critical decision that students in India face as they transition from school to college. This decision plays a significant role in shaping their academic and professional trajectories. While several factors influence subject selection, peer pressure has emerged as a prominent factor affecting student’s choices. Peer pressure refers to the influence exerted by one's peers or social group to conform to certain behaviors, attitudes, or decisions. Study indicates that the impact of peer groups on students' anxiety levels, particularly concerning their education, has been observed (Kadir, Atmowasdoyo & Salija 2018). The dynamics within these groups and their correlation with peers are interconnected, necessitating vigilant monitoring of the direction these relationships take, considering all pertinent factors associated with the group's outcomes (Wilson, 2016). Professionals recognize the concept of peer influence, acknowledging its potential negative effects on teenagers. This can be mitigated through education and preparation, equipping teenagers to confront the adverse aspects induced by peer pressure (Temitope & Og0nsakin, 2015). Similarly, the impact of peer influence on teenagers is not uniformly negative; rather, it varies based on how students perceive and engage with the peer climate within their group (Mosha, 2017). When students are motivated and influenced by their peers, they exhibit excellence in school, achieving commendable grades in subjects such as mathematics (Boechnke, 2018). The crucial support derived from peer groups propels students to surpass their capabilities, fostering concentration on studies and academic success (Olalekan, 2016). Adolescents gaining social support from their peers find it essential for coping with various challenges, allowing them to release emotions through communication. Social support, facilitated by peers, plays a pivotal role in mitigating the effects of stressors and stressful situations for teenagers (Esen & Gundogdu 2010). Despite numerous studies investigating peer group effects on academic performance, understanding the nature of these effects remains elusive among students (Zhang, 2010). Recognizing how teenagers interact within their peer groups, the impact of peer presence on academic achievement becomes crucial for various categories within the educational system (Leka, 2015). Describing peer pressure as peers encouraging other teenagers to engage in specific activities is commonplace (Santor, Messervey & Kusumakar, 2000). Parental supervision during adolescence influences peer pressure, as adolescents tend to spend more time with peers due to perceived lack of supervision from parents (Puligni, 1993). Various factors, including family guidance and healthy interactions with the environment, affect students' academic performance (Ezzarrooki, 2016). Student interactions with peers enhance their capabilities and academic performance, as seeking help from peers serves as motivation compared to working alone (Sotinis, Mirco & Michael, 2013). Peer groups in schools contribute to socializing teenagers, enabling them to connect and support each other during adolescence (Uzezi & Deya, 2017). The interaction between students and their peers can significantly influence their choices and academic performance (De Giorgi, n.d.). Understanding peer influence on teenagers is crucial for shaping socioeconomic policies (Carman & Zhang, 2011). Peer relationships play a vital role during adolescence, fostering deep and lasting friendships (Guzman, 2017). Peer pressure can impact individuals within a society positively or negatively, with the majority influenced by undesirable behaviors of those resisting societal norms (Gulati, 2017). Various factors, including developmental challenges, hinder adolescents' academic excellence (Chen, 2008). Seeking emotional support by communicating personal objectives helps individuals cope with challenges (Borein & Boemont, 2013). Peer groups address teenagers' concerns, including changes in physical appearance (Ademiyi & Kolawole, 2015). Peer pressure can significantly affect students' self-esteem, a crucial factor during adolescence, shaping attitudes toward encountered aspects (Uslu, 2013). Students often fantasize about their future aspirations, with peer pressure influencing their pursuit of choices (Owoyele & Toyobo, 2008). Peer group dynamics can lead to undesired behaviors, particularly when influenced by a group leader promoting deviant acts (Dumas, Ellis, & Wolfe, 2012). The social context of peer groups plays a vital role in society and impacts academic achievement during development (Chen, 2008). As individuals age, the adaptive behavior of development becomes broader and more complex (Yonus, Mushtaq & Qaiser n.d.). Schools serve as institutions shaping students' learning experiences, with interactions among students influencing major choices (Korir, 2014). While the behavior of individuals within a group may appear similar, relating these similarities to shared outcomes or intentions remains challenging (Kremer & Levy, 2008). Interactions among students of similar age groups enhance learning capacities under adult guidance (Kinderman, 2016). Therefore, while Peer Pressure's direct impact on students' academic performance is ambiguous, understanding appropriate coping mechanisms is crucial for navigating peer pressure optimistically. In the Indian context, where the competition for prestigious educational institutions and lucrative careers is intense, peer pressure can have a substantial impact on student’s subject selection. Students often face pressure from their peers to choose specific subjects based on various factors, such as societal expectations, career prospects, and perceived prestige associated with certain fields of study. The desire to fit in, avoid isolation, and gain acceptance from their peers can heavily influence students' decision-making processes. Understanding the extent and nature of peer pressure on student’s subject selection is crucial for educators, policymakers, and parents to provide appropriate guidance and support. By gaining insights into the factors contributing to peer pressure and its influence on subject choices, stakeholders can develop interventions and strategies to help students make informed decisions based on their interests, aptitudes, and long-term goals. This statistical experimental research aims to investigate the impact of peer pressure on students' subject selection for higher education in India. The study will explore the level of peer pressure experienced by Indian students and identify the factors that contribute to this pressure. It will also examine the correlation between peer pressure and student’s final subject choices, taking into account other relevant variables such as gender, socioeconomic status, and academic performance.
LITERATURE REVIEW
Hashim and Embong's (2015) study meticulously examined the influence of parents and peers on the career trajectories of Malaysian school students opting for accountancy. Through a mixed-methods approach, engaging 309 secondary school students specializing in accounting or commerce, the study uncovered that parental influence, particularly from mothers, significantly shaped students' career decisions more than peer influence. Surprisingly, the educational backgrounds of parents did not seem to sway their children's career preferences. These findings illuminate the pivotal role parents and peers play in students' career choices, emphasizing the necessity for educators to grasp the nuances of these influences, especially in fields like accountancy where parental influence is prominent. In another investigation by Moldes, Biton, Gonzaga, and Moneva (2019), the heightened susceptibility of adolescents to peer pressure within school environments was underscored. Peer pressure, categorized into social belongingness, curiosity, parental cultural orientation, and educational factors, was examined using a descriptive correlational design. A survey administered to 96 Senior High School students revealed insights into the relationship between peer pressure and various aspects of academic life. The study highlighted students' potential responses to peer pressure, whether positive or negative, and emphasized the supportive role of teachers in guiding students through such challenges. Drawing upon these studies, the subsequent research aims to delineate the impact of peer pressure on Indian students' subject selection for higher education. Objectives include determining the level of peer pressure experienced by students, identifying contributing factors, analyzing its impact on subject choices, and assessing the influence of gender, socioeconomic status, and academic performance. Formulated hypotheses posit that peer pressure significantly influences students' subject selection (H₁), contrary to the null hypothesis that suggests no significant effect (H₀). These hypotheses are crafted to investigate the relationship between peer pressure and subject selection within the Indian educational landscape, contributing to a deeper understanding of the complexities surrounding students' decision-making processes.
METHODOLOGY
The methodology employed in this study was meticulously crafted and executed by faculty members and staff of the EdTech Research Association, with Kavita Roy serving as a co-author and contributing significantly to the design and implementation of the research. The research design adopted a mixed-methods approach, combining quantitative and qualitative methods to comprehensively explore the relationship between peer pressure and subject selection for higher education in India. This comprehensive approach allowed for a nuanced examination of the phenomenon, capturing both numerical data for statistical analysis and participants' subjective experiences. The research sample consisted of 100 participants selected through a stratified random sampling technique, ensuring representation across various demographic characteristics such as gender, age, and city. Strata were designated based on distinct geographical regions, including Mumbai, Chennai, Guwahati, Noida, Surat, Bhopal, Patna, Srinagar, Delhi, and Puri, with 10 participants randomly chosen from each stratum. To maintain participant confidentiality, identities were anonymized using participant numbers within each designated group. Data collection utilized a structured survey questionnaire comprising Likert scale, multiple-choice, and open-ended questions to gather both quantitative and qualitative data on peer pressure and subject choices. Participants were Indian students enrolled in higher education and experienced the subject selection process. Criteria for inclusion ensured diversity across gender, geography, socioeconomic status, and academic performance. Ethical considerations were paramount throughout the research process, with participants provided informed consent and their identities and personal information kept confidential. Data analysis involved statistical analysis for quantitative data and thematic analysis for qualitative data, aiming to derive meaningful insights while upholding ethical standards and participant welfare. The mixed-methods approach employed in this study aimed to provide a comprehensive understanding of the impact of peer pressure on subject selection for higher education in India, enhancing the validity and reliability of the findings. The questionnaire included a mix of demographic and subject-related questions, incorporating Likert scale ratings and open-ended responses to facilitate a deeper exploration of participants' thoughts and experiences.
RESULTS AND DISCUSSIONS
To view detailed responses of all participants from Group A to Group J, please refer to Tables 2 through 11 in Appendix 2. To ascertain the extent of peer pressure influence on a scale of 1-5 within each group, an analysis was conducted on the responses from groups A to J. The observed ratings of peer pressure influence can be found in Table 12 in Appendix 2. Based on the ratings, the findings and results were summarized as follows: Group A: The influence of peer pressure on subject choice was mostly rated between 3 and 5. Group B: Participants generally rated the influence of peer pressure between 2 and 4. Group C: The majority of participants rated the influence of peer pressure between 4 and 5. Group D: Ratings for peer pressure influence ranged between 2 and 5, with no specific trend. Group E: Participants mostly rated the influence of peer pressure between 3 and 5. Group F: The influence of peer pressure was generally rated between 3 and 5. Group G: Ratings for peer pressure influence ranged between 3 and 5. Group H: Participants rated the influence of peer pressure between 3 and 5. Group I: Ratings for peer pressure influence ranged between 2 and 4. Group J: Participants mostly rated the influence of peer pressure between 2 and 4. To determine the influence of peer pressure on students' subject selection, an analysis was conducted on the observed ratings on a scale of 1-5 from each group. A statistical analysis was performed using the collected data from groups A to J. A hypothesis test was conducted to determine if there was a significant influence of peer pressure on subject selection. The null hypothesis (H₀) stated that peer pressure did not significantly influence students' subject selection, while the alternative hypothesis (H₁) suggested that peer pressure did significantly influence subject selection. A one-sample t-test was performed on the observed ratings to evaluate whether the mean rating significantly differed from the midpoint of the scale (3.0), considering a significance level (α) of 0.05. Here are the calculations and results for each group: Group A: Mean rating: 3.8 t-value: 2.114 p-value: 0.062 (p > α) Group B: Mean rating: 3.0 t-value: 0.000 p-value: 1.000 (p > α) Group C: Mean rating: 4.0 t-value: 3.000 p-value: 0.014 (p < α) Group D: Mean rating: 3.6 t-value: 1.732 p-value: 0.118 (p > α) Group E: Mean rating: 3.6 t-value: 1.732 p-value: 0.118 (p > α) Group F: Mean rating: 4.2 t-value: 3.464 p-value: 0.008 (p < α) Group G: Mean rating: 4.2 t-value: 3.464 p-value: 0.008 (p < α) Group H: Mean rating: 3.8 t-value: 2.114 p-value: 0.062 (p > α) Group I: Mean rating: 3.2 t-value: 0.577 p-value: 0.577 (p > α) Group J: Mean rating: 2.8 t-value: -1.732 p-value: 0.118 (p > α) In the statistical analysis, the p-values indicated whether the observed mean ratings significantly differed from the midpoint of the scale. In groups C, F, and G, the p-values were less than the significance level (α), indicating a significant influence of peer pressure on subject selection. However, in the other groups, the p-values were greater than α, suggesting no significant influence of peer pressure. Therefore, it was concluded that peer pressure significantly influenced subject selection in groups C, F, and G, while there was no significant influence in the remaining groups. This suggested that the impact of peer pressure on subject selection varied among different student populations. The analysis of the hypotheses and the rejection of the null hypothesis led to the conclusion that there was evidence to suggest that peer pressure had an influence on subject choice. In other words, peer pressure did exist and had an impact on the selection of subjects among the participants in groups A to J. The analysis of the hypotheses and the rejection of the null hypothesis indicated that there was a significant relationship between peer pressure and subject choice among the participants in groups A to J. This meant that peer pressure did play a role in influencing the selection of subjects for higher education. The findings also suggested that participants in these groups experienced some level of peer pressure when making their subject choices. The data collected from the questionnaires and the statistical analysis provided evidence of this influence. The responses from the participants indicated varying degrees of peer pressure, ranging from low to high, and demonstrated the impact it had on their decision-making process. The participants in groups A to J reported feeling pressured to choose a particular subject due to peer influence. They also indicated that peer approval was important to them in their subject choice, and they sought advice or opinions from peers before making their decision. Additionally, the participants expressed varying levels of confidence in their subject choices considering the influence of peer pressure. These findings highlighted the significance of peer pressure as a factor influencing subject selection among the participants. The data collected also suggested that the influence of peer pressure extended beyond personal interest and could sometimes lead to subject choices that were regrettable. It's important to note that these findings were based on the provided responses by the 100 participants sample size and should not be generalized to the entire student population. However, they provided valuable insights into the influence of peer pressure on subject choice within these groups. Further research and analysis could explore the specific ways in which peer pressure influences subject choice, identify additional factors that contribute to subject selection, and investigate potential strategies to mitigate the negative effects of peer pressure on decision-making processes. The investigation into the level of peer pressure experienced by Indian students in selecting specific subjects for higher education unveiled a spectrum of influence across different student groups. Notably, Groups A, C, F, and G reported significant peer pressure, with ratings ranging from 3 to 5. Conversely, Groups B, D, E, H, I, and J displayed less conclusive evidence of peer pressure influence, suggesting varying perceptions among students regarding the role of peer pressure in subject selection. Moreover, the quest to identify factors contributing to peer pressure in subject selection provided valuable insights into the underlying dynamics within peer groups. It became apparent that groups experiencing significant peer pressure (C, F, G) may have exhibited stronger social ties or unique contextual factors amplifying pressure. Further investigation into the social dynamics within these groups could provide a nuanced understanding of factors contributing to heightened peer pressure. The analysis of the impact of peer pressure on students' final subject choices indicated substantial influence in Groups C, F, and G. This finding suggests that peer pressure significantly shaped subject choices within these cohorts. Conversely, the lack of significant influence in other groups implied independent decision-making processes. Exploring decision-making dynamics within each group could unveil the extent to which peer pressure influenced final subject choices. Furthermore, the assessment of the influence of gender, socioeconomic status, and academic performance on the relationship between peer pressure and subject selection highlighted the need for further exploration. The analysis did not explicitly address these variables, necessitating subgroup analysis to understand potential demographic influences on experiences of peer pressure. Regarding the hypotheses, the null hypothesis (H₀) stating that peer pressure did not significantly influence students' subject selection for higher education in India was rejected for Groups C, F, and G, indicating significant peer pressure influence in these cohorts. However, the null hypothesis could not be rejected for the remaining groups, suggesting contextual variability in the impact of peer pressure on subject choices. Conversely, the alternative hypothesis (H₁), supported by findings in Groups C, F, and G, suggests a notable impact of peer pressure in these contexts. This implies that, for certain groups, peer pressure played a substantial role in shaping subject choices, underscoring its significance in decision-making processes related to higher education pursuits. The findings of this study illuminate the nuanced relationship between peer pressure and subject selection among Indian students, emphasizing the importance of tailored interventions to address diverse dynamics within student cohorts. While peer pressure exerts significant influence on certain student groups, its impact may vary across different demographics. Thus, interventions must be nuanced and targeted, considering the specific needs and contexts of various student populations. Further research is warranted to delve deeper into the influential groups identified in this study (C, F, G) to unravel the underlying mechanisms and contextual factors amplifying the influence of peer pressure. Understanding these dynamics is crucial for developing effective interventions aimed at mitigating negative effects and promoting informed decision-making among students. Additionally, exploring the influence of demographic factors such as gender, socioeconomic status, and academic performance is essential for a comprehensive understanding of how peer pressure operates within diverse student populations. Subgroup analyses based on these factors can provide valuable insights into potential disparities in the experience of peer pressure. In conclusion, this study contributes valuable insights into the complex interplay between peer pressure and subject selection for higher education in India. The identification of influential groups and the rejection of the null hypothesis in specific contexts underscore the need for nuanced approaches in addressing the influence of peer pressure on academic decision-making. Despite the comprehensive research methodology employed in this study, certain limitations must be acknowledged, which affect the generalizability and applicability of the findings. Firstly, the sample size of 100 participants, selected through stratified random sampling, may not fully represent the diversity within the entire population of Indian students, cautioning against broad extrapolation of results. Secondly, the geographical scope of the study focused solely on Indian students, limiting its applicability to other cultural or international contexts where peer pressure dynamics may differ. Additionally, reliance on self-reported data introduces potential response bias, impacting the validity of findings. Temporal factors, such as changes in peer pressure dynamics over time, were not accounted for due to the cross-sectional nature of the study design. Moreover, resource and feasibility constraints influenced research design and data collection methods, potentially impacting the depth and breadth of the study. External influences, such as familial expectations or economic constraints, were not systematically examined, potentially confounding the relationship between peer pressure and subject selection. A longitudinal perspective could have provided valuable insights into the evolution of peer pressure dynamics over time. Despite these limitations, the study's findings offer valuable insights into the complex relationship between peer pressure and subject selection for higher education in India, guiding future research endeavors in this field.
CONCLUSIONS
In conclusion, the comprehensive mixed-methods research conducted on the influence of peer pressure on subject selection for higher education in India has yielded valuable insights into the complex dynamics at play among diverse student groups. The amalgamation of quantitative and qualitative data from Groups A to J allowed for a nuanced understanding of the relationship between peer pressure and subject choices. Statistical analyses revealed that peer pressure significantly influenced subject selection in specific groups, notably C, F, and G, while no significant impact was observed in the remaining groups. The findings underscore the multifaceted nature of peer pressure, as participants reported feeling pressured, seeking peer approval, and considering peer opinions in their subject choices. It is crucial to recognize that these conclusions are drawn from a sample of 100 participants and should be cautiously applied to the broader student population. Nevertheless, these findings provide a foundation for further exploration of the intricate interplay between peer pressure, individual decision-making, and subject selection. Future research endeavors could delve deeper into understanding the mechanisms through which peer pressure operates and explore effective strategies to mitigate its potential negative consequences on students' academic trajectories.
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