Search

Research on the Impact of Peer Pressure in the Field of Educational Competition

Author(s)

Siqi Zhang

Affiliation(s)

Sentinel Secondary School, West Vancouver, Canada *Corresponding Author

Abstract

This article focuses on the influence of peer pressure in the field of educational competition. Through methods such as literature review and theoretical analysis, it deeply explores the specific effects of peer pressure on students' academic performance, mental health, social behavior, and the formation of values. Research has found that peer pressure not only has a positive motivating effect, which can promote students to be proactive and improve themselves, but also has negative impacts, which may lead to psychological problems such as anxiety and depression among students, and even result in violations and disciplinary offenses. Based on the research results, it is proposed that schools, families and society should cooperate collaboratively to guide students to deal with peer pressure correctly and create a healthy and positive educational competitive environment.

Keywords

Educational Competition; Peer Pressure; Academic Performance; Mental Health; Social Behavior

References

[1] Luthar, S. S., Crossman, E. J., & Small, P. J. (2015). Resilience and adversity. Handbook of child psychology and developmental science, 3, 247-286. [2] Crosnoe, R. (2011). Fitting in, standing out: Navigating the social challenges of high school to get an education. Cambridge University Press. [3] Rubin, K. H., Bukowski, W., & Parker, J. G. (2006). Peer interactions, relationships, and groups. Handbook of child psychology, 3(5), 619-700. [4] Wang, Q., Pomerantz, E. M., & Chen, H. (2007). The role of parents’ control in early adolescents’ psychological functioning: A longitudinal investigation in the United States and China. Child development, 78(5), 1592-1610. [5] Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual review of psychology, 65(1), 159-185. [6] Silk, J. S., Siegle, G. J., Lee, K. H., Nelson, E. E., Stroud, L. R., & Dahl, R. E. (2014). Increased neural response to peer rejection associated with adolescent depression and pubertal development. Social cognitive and affective neuroscience, 9(11), 1798-1807. [7] Kiuru, N., Aunola, K., Vuori, J., & Nurmi, J. E. (2007). The role of peer groups in adolescents’ educational expectations and adjustment. Journal of Youth and Adolescence, 36, 995-1009. [8] Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys. Psychological bulletin, 132(1), 98. [9] Prinstein, M. J., & Dodge, K. A. (Eds.). (2008). Understanding peer influence in children and adolescents. Guilford Press. [10] Ryan, A. M., & Shim, S. S. (2006). Social achievement goals: The nature and consequences of different orientations toward social competence. Personality and social psychology bulletin, 32(9), 1246-1263. [11] Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child development, 83(3), 877-895.