Peer pressure and academic stress among junior high school students: a cross-sectional study^†

The COVID-19 pandemic has led to a significant increase in stress and mental health issues among high school students.¹ As much as 61% of adolescents between the ages of 13 and 17 have reported experiencing heightened pressure to achieve outstanding academic grades. This percentage is twice as high as those who feel societal pressure to conform to certain standards of appearance or social acceptance.² Adolescents are confronted with a multitude of everyday stressors during this phase of their development. These include physical and sexual changes triggered by puberty, the challenges of academic demands, struggles in establishing and sustaining romantic relationships, decisions regarding future careers, the commencement of their working lives, and a gradual process of becoming more independent from their families.³

Research has shown that stress during adolescence can have long-lasting effects, significantly influencing adult behaviors such as alcohol consumption, engagement in violent activities, and even involvement in criminal behavior.^4,5 This not only poses a threat to the behavioral well-being of adolescents but also jeopardizes the peaceful and stable development of society at large. Further, the research has revealed that adolescent stress is influenced predominantly by factors related to individuals, families, schools, and the community. Factors such as strained parent-child relationships, incidents of violence in schools, and broader societal dynamics all play substantial roles in contributing to this issue.⁶

One of the primary sources of stress for the majority of students, particularly those in middle school and high school, is academic stress. This form of stress represents a significant environmental factor affecting students.⁷ The shift in the educational landscape from traditional offline learning to online platforms, along with changes in teaching methods, has resulted in students reporting higher levels of academic stress during the COVID-19 pandemic compared to other circumstances.⁸ Students are currently experiencing increased academic pressure due to a combination of factors, including heightened peer pressure, rigorous academic standards, and a substantial workload of homework.⁹

As indicated by prior research, adolescents benefit from support provided by their peers, teachers, and family members, as it helps alleviate stress and fosters their overall well-being. Conversely, adverse events are frequently a significant source of stress for teenagers.^10,11 During the teenage years, individuals are particularly susceptible to peer influence. Significantly, the impact of peers is considered one of the key factors contributing to engagement in various risky behaviors.¹² Psychologists refer to the perceived or actual sense of being compelled to behave in a specific manner to align with the norms of one’s peer group as ‘peer pressure’.^13,14 Findings from previous studies have suggested that the influence of peers is one significant factor contributing to the anxiety stemming from academic pressure.¹⁵

Numerous studies have identified negative correlations between bullying and academic outcomes, including factors like grade point average, teachers’ assessments of intellectual performance, and scores on standardized tests.^16,17 Peer pressure indeed exerts an indirect influence on academic success, primarily through the psychological and environmental strain it places on adolescents. Research has shown that adolescents facing heightened external pressure are more likely to experience discomfort in the school environment. This, in turn, can result in increased emotional challenges and reduced academic engagement.¹⁸

To the best of our knowledge, there is a limited body of research that specifically examines the connection between peer pressure and academic stress. There is also a scarcity of studies that delve into the relationship and the underlying mechanisms linking peer pressure and academic stress among high school students across different grade levels. It’s important to note that high school students undergo substantial adjustments in their physical, emotional, and social development during the stage of puberty. Moreover, the significant pressure they experience is compounded by the fact that their academic performance plays a pivotal role in determining their eligibility for high school graduation and entry into college.^19,20 This shift in adolescents’ experiences deserves our consideration, as it has the potential to lead to psychological challenges and affect their overall physical and mental health. Examining how peer pressure influences the academic stress that teenagers face holds significant implications for both preventing and addressing adolescent academic stress and enhancing their academic performance. Therefore, this study aims to explore the relationship between peer pressure and academic stress among junior high school students.

The primary objective of this study was to explore the association between peer pressure and academic stress among junior high school students. Our research findings reveal a robust connection between peer pressure and academic stress. This aligns with prior research, which suggests that peer pressure has a dual impact. While it can serve as a source of motivation for adolescents, excessive peer pressure can also erode their self-esteem and generate discomfort.²⁴ During their developmental stages, adolescents typically grow more distant from their families and form closer bonds with their peer groups. Peer groups play a pivotal role in shaping adolescents’ social competencies and personalities. Positive support from peers is linked to favorable adjustments in their future personal development abilities. However, it’s important to note that peer pressure exerts a significant influence on individuals, and all adolescents must navigate decision-making in response to peer pressure. At times, peer pressure may enhance positive coping mechanisms, but conversely, it can become a stressor that negatively impacts adolescents’ developmental skills.²⁵

Additional findings from this study indicate that third-year students experience the highest levels of academic stress, concerns about grades, self-imposed expectations stress, and study-related despondency when compared to their first- and second-year counterparts. This pattern aligns with earlier research, which has observed that as students progress to higher levels of education, they encounter increased pressure related to their workload, as they prepare for final exams and fret over their final grades. This heightened pressure is often a result of the heightened expectations for performance at advanced stages of education.²⁶ Moreover, it is well-documented that adolescents’ general stress levels often stem from their experiences within the school environment and their relationships with their parents. Within the school setting, stressors can arise from interactions with peers and teachers. Studies have shown that bullying, social exclusion, and conflicts are common stressors experienced by adolescents.²⁷

Students are frequently subjected to a myriad of tests as they strive to gain admission to higher educational institutions. This process places them under immense pressure from various sources, encompassing interpersonal relationships, academic expectations, and scholastic responsibilities. Students who bear an excessive burden of academic stress are at risk of experiencing emotional disturbances that, over time, may culminate in mental health disorders such as depression.²⁸ It is noteworthy that students often engage in problematic behaviors when they find themselves grappling with intense psychological pressures. According to a previous study, severe problem behaviors encompass acts such as violence, suicide, and criminal activities, all of which can inflict substantial harm upon the physical, mental, and socio-emotional development of teenagers. These behaviors also have far-reaching consequences for their families, schools, and society at large, inflicting irreparable damage.²⁹

Furthermore, this study revealed that fathers’ education levels may play a role in influencing academic stress among students. This observation aligns with the principles of social learning theory, which posits that parents serve as the primary sources of inspiration and information for their children. Children not only observe and absorb their parents’ actions but also their expressions and emotions.³⁰ When faced with similar situations, a child will often apply the learned behaviors and emotions modeled by their parents.³¹ Parents experiencing burnout are inclined to exhibit a range of negative symptoms when interacting with their children, including emotional detachment, emotional indifference, and a desire to disengage from parental responsibilities. Children always closely observe and internalize these reactions, which can manifest in their everyday activities. In the context of education, children may develop similar signs of academic stress as a reflection of what they have learned from their parents.³²

Finally, it’s crucial to emphasize that the study’s findings underscore a robust connection between peer pressure and academic stress. Peer pressure initially elevates the likelihood of conflicts among students, leading to reduced subjective happiness. Subsequently, this heightened stress level increases the probability of adolescents engaging in problematic behaviors. Academic stress can have detrimental effects on individuals’ overall well-being and further elevate the risk of teenagers partaking in negative behaviors. Therefore, there is a paramount need to prioritize the enhancement of adolescents’ subjective well-being. For instance, educational institutions can introduce psychological courses, enhance psychological education for adolescents, and foster the development of their character strengths. Simultaneously, mental health education should be integrated into the regular curriculum, actively guiding young individuals toward healthy mental growth and the formation of their unique personalities. Additionally, parents should pay attention to this aspect when raising their children, as family relationships play a pivotal role in adolescents’ happiness and overall well-being.

The study underscores the importance of continuous monitoring of students’ academic stress levels. It highlights that class level and parents’ educational backgrounds serve as mediators in the relationship between academic pressure and adolescents’ problematic behaviors. Simultaneously, peer pressure exerts a direct influence on academic stress in adolescents. These findings underscore the necessity of a holistic approach that combines both external and internal factors at various levels, including the individual, family, school, and society, to bolster adolescents’ psychological resilience and deter problematic behaviors. For example, educational institutions can implement psychological courses, enhance psychological education for adolescents, and nurture their character strengths. Also, parents should prioritize emotional management when interacting with their children to reduce the likelihood of conflicts between parents and children and create a harmonious and affectionate family environment.