Dissertations / Theses on the topic 'Peer group pressure'

The present research examined the buffering effects of group interaction on emotional responses to both relative success and relative failure in developmentally relevant domains. In Study 1, 192 children and adolescents, in grade 4 and grade 10, from mixed-sex schools participated. In Study 2, 173 participants in grades four, five and ten were recruited from same-sex schools. Participants were given a questionnaire, consisting of schematic drawings of children and adolescents in interindividual and intergroup contexts, to assess their perceptions about how their typical same-sex peers feel when they are experiencing relative success or failure. Results indicated that both male and female participants at all grade levels, in both samples, judged their typical same-sex peers to feel better when experiencing relative success when they were a member of a group that was outperforming another group than when they were individually achieving greater success than another individual. In the sample consisting of participants from same-sex schools they also reported more positive feelings when experiencing relative failure in a group context than in individual interactions. Discussion centers on the implications for achievement and performance in educational contexts.

Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains viii, 129 p.; also includes graphics. Includes abstract and vita. Advisor: D. Lynn Forster, Dept. of Agricultural, Environmental, and Development Economics. Includes bibliographical references (p. 124-129).

Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This dissertation sought to understand the experience of six participants as members of a cluster group of socially marginalised youth in a farmworker community. Through a collaborative process, the study sought to reframe the perceptions around the behavioural outcomes of membership to such an outcast group. Theories of empowerment through active participation underpinned the whole study. The study was qualitative in nature and used a Participatory Action research methodology which created the space for creative exploration with enabling methodologies such as the Youth Engagement Cycle and Activity Theory. Data were collected through focus group- and semi-structured interviews; participant observation and participant generated artefacts. Six adolescent males who were part of an already established cluster group of socially marginalised youth at a school were purposively selected into the study. The analysis of data was an ongoing and iterative process informed by the theories that underpinned the study and through content analysis of emerging themes. The study revealed that the cluster group was not formed with delinquent intent. Instead, it was created as a space that allowed its members to feel a sense of belonging, security and being valued. However, the group dynamic caused individual self-efficacy to become so enmeshed with collective agency that if left unchecked, it had the potential to propel its members along a trajectory to delinquency. The dissertation recommends understanding cluster groups as unique heterogeneous entities that show insight and empathy into the challenges their cohorts experience. Recognising that this elevates the peer group's influence above that of adults the study recommends a collaborative, well-structured and strategic intervention that allows individuals to experience success and self-influence in attaining mastery within the group dynamic.
AFRIKAANSE OPSOMMING: Hierdie verhandeling het ten doel gehad om ses deelnemers se ervaring as lede van 'n 'cluster' groep gemarginaliseerde jongmense binne 'n plaaswerker gemeenskap te probeer verstaan. Deur middel van 'n proses van samewerking, het die studie gepoog om die persepsies rakende die gedragsuitkomste van lidmaatskap binne so 'n geïsoleerde groep te herformuleer. Die hele studie is gebaseer op teorie van bemagtiging deur middel van aktiewe deelname. Die verhandeling was kwalitatief van aard en het gebruik gemaak van 'n Deelnemende Aksie Navorsingsmetodologie wat ruimte geskep het vir kreatiewe ontdekking met bemagtigende metodologieë soos bv. "Youth Engagement Cycle" en "Activity Theory". Data is ingesamel deur middel van 'n fokusgroep en semi-gestruktureerde onderhoude; deelnemer waarneming en deelnemer gegenereerde artefakte. Ses adolessente mans wat reeds deel was van 'n gevestigde groep sosiaal-gemarginaliseerde jongmense by 'n skool, is doelbewus geselekteer vir die studie. Die analise van die data was 'n deurlopende en iteratiewe proses wat belig is deur die teorieë waarop die studie gebaseer was asook deur inhoudsanalise van die ontluikende temas. Die studie het getoon dat die 'cluster' groep nie gevorm is met misdaad as doel nie. Inteendeel, die groep het ontstaan as 'n ruimte wat sy lede toegelaat het om 'n mate van geborgenheid, sekuriteit en waardering te ervaar. Die groepsdinamiek het individuele self-doeltreffendheid toegelaat om so verbonde te raak met kollektiewe agentskap dat indien dit nie gekontroleer was nie, dit die potensiaal getoon het om sy lede op 'n trajek van jeugmisdaad te plaas. Die verhandeling beveel dus aan dat 'n 'cluster' groep gesien word as 'n unieke heterogene entiteit wat insig en empatie toon met die uitdagings wat lede ervaar. Op grond van die feit dat dit die portuurgroep se invloed bo die van die volwassenes verhef, wil die studie 'n samewerkende, goedgestruktureerde en strategiese bemiddeling aanbeveel wat die individu sal toelaat om sukses en selfgelding te ervaar met die bereiking van bemeestering binne die dinamiek van die groep.

Philosophiae Doctor - PhD
In general, peers have a tendency to influence others positively and negatively. In the main, transition from school to higher education causes some students to experience stress; to respond negatively to new conditions; and to engage in risk behaviour, which hinders epistemological access, negatively affects performance, and often delays graduation. Nonetheless, participation in peer group activities has advantages and potentialities, which are often neglected in popular scholarly discourse. The main research question of the study was to investigate the experiences of peer pressure among first-year students? This study adopted a mixed-method research design and presents findings for both quantitative data which was collected through an electronic survey and qualitative findings from focus group interviews with three different groups: females, males, and, mixed gender. The population comprised first-year students living in two residences of a selected South African university. The qualitative data was analysed through thematic analysis, while the quantitative data was analysed through descriptive statistics and inferential statistics such as Spearman’s Rank correlation was used in the study. In consideration with the transition theory, social learning theory, and student involvement theory. Findings reveal that first-year students join different groups and they encounter both positive and negative experiences. Positive experiences were observed in relation to academic performance and sense of belonging. Negative experiences indicate that peers influence others to adopt anti-social behaviour, experience undue materialistic pressure, have poor class attendance, and depend on peers for decisions. Overall, it is found that academic success depends on students’ interconnectedness, sense of belonging, peer support, acceptance, and recognition. The findings can be utilized to inform practical strategies and policies to empower first-year students to deal productively and progressively with peer pressure within the higher education sector. The study recommends the implementation of a First-year Student orientation programme which is called University 101 that can assist first-year students with better transition to higher education and can increase retention output. The programme should address the crucial areas that will assists the first-year with better transitions such as diversity, well-being, self-esteem, academic excellence and peer pressure.

Les accidents routiers restent un problème important du secteur public de la santé au niveau international, national et régional. L’Organisation Mondiale de la Santé estime que plus d’un million de personnes meurent chaque année à cause d’un accident routier et entre 20 et 50 millions sont blessées ("Global status report on road safety: time for action," 2009). Parmi les conducteurs tués dans des accidents routiers, les jeunes conducteurs représentent au moins un quart (OECD, 2006). Les causes principales des accidents routiers, telles qu’elles sont mises en évidence dans le rapport de 2004 de l’Organisation Mondiale de la Santé (Peden et al., 2004), sont : la conduite sous l’influence de l’alcool, la vitesse, la conduite en état avancé de fatigue, l’utilisation du téléphone portable, la visibilité réduite et les facteurs appartenant à la qualité de la route. A ces causes, pour les jeunes, il faut rajouter la recherche des sensations, l’excitabilité et l’influence des pairs (A. F. Williams, 2006). L’influence des pairs représente un sujet controversé dans la littérature de spécialité à cause des résultats obtenus. Une partie des chercheurs considèrent que la présence des pairs a un effet plutôt négatif (Arnett et al., 1997; Doherty et al., 1998; Moller & Gregersen, 2008), pendant que l’autre envisage plutôt un effet positif (Delhomme, 1994; Engstrom, Gregersen, Granstrom, & Nyberg, 2008; Rueda-Domingo et al., 2004; Vollrath, Meilinger, & Krager, 2002). Cette recherche analyse l’effet des pairs sur les comportements à risque des jeunes conducteurs roumains et français en utilisant la théorie du comportement planifié, mais aussi l’effet de différents types de pressions de la part des pairs sur le comportement du jeune conducteur. Les résultats ont mis en évidence que les normes subjectives et surtout les normes subjectives de la part des amis, contribuent significativement à expliquer l’intention de réaliser des comportements à risque comme le dépassement de la vitesse et la conduite sous l’influence de l’alcool. Les analyses comparatives ont montré aussi des différences entre les deux populations. Par exemple, pour la population roumaine, les normes se retrouvent plus souvent dans les resultats des analyses que dans le cas de la population française. En plus, les jeunes conducteurs français ont un point de vue plutôt instrumental envers la voiture, en tant que pour les jeunes conducteurs roumains, la voiture représente plutôt un moyen d’impressionner les autres. Un autre résultat intéressant souligne le caractère souvent situationnel de la prise de risques chez les jeunes conducteurs accompagnés par des pairs, mais aussi les implications d’un groupe d’amis à prise de risques élevée. Pour conclure, les résultats obtenus à l’égard du rôle des normes et de l’effet de la pression des pairs sur les comportements à risque des jeunes conducteurs sont encourageants
Road crashes remain a significant public health problem at international, national and regional level. World Health Organization estimates that more than a million persons die each year in road car crashes and that 20 to 50 million other persons are injured in those crashes ("Global status report on road safety: time for action," 2009). Among the drivers that die in car crashes almost a quarter are young drivers (OECD, 2006). The main causes of car crashes identified by WHO are driving while intoxicated, speeding, driving while tired, phone use, low visibility and poor road conditions (Peden et al., 2004). To these causes, in the case of young drivers we can add sensation seeking, excitability and peer influence (A. F. Williams, 2006). Peer influence on young drivers’ behaviour is a controversial topic in the literature due to the rather contradictory conclusions of the researches on this theme. Some researchers have found a negative effect of peer presence (Arnett et al., 1997; Doherty et al., 1998; Moller & Gregersen, 2008), while others have found a protective effect (Delhomme, 1994; Engstrom, Gregersen, Granstrom, & Nyberg, 2008; Rueda-Domingo et al., 2004; Vollrath, Meilinger, & Krager, 2002). This research analyses the effect that peers can have on young drivers’ risky behaviours by using the theory of planned behaviour approach and by looking into the effect that peer pressure type can have on the young driver. The results highlight that subjective norms and especially friend’s perceived norms contribute significantly to explaining young drivers’ intention to speed or to drive while intoxicated. The comparative analysis showed some interesting differences among the two populations. For example, for the Romanian drivers norms play a much more important role in explaining risky driving behaviours that for the French population. Also, young French drivers perceive the car as having rather an instrumental role while Romanian drivers see it more like a way to impress. Another interesting result emphasizes on the situational character of young drivers risk taking but also on the implications that risk taking peers might have. Finally, the results obtained regarding the role of norms and the effects of peer pressure on young drivers’ behaviour are rather encouraging

The lobbying of Parliament and the Government in the United Kingdom by wealthy or influential groups and individuals raises concerns about corruption and political equality. Professional lobbying is available mainly to those with significant resources and is often the most effective means of influencing decision-makers. Unchecked, it corrodes public trust in core public institutions. This thesis argues that the problems attending the lobbying of Parliament and Government in the UK need to be identified and understood more clearly so that targeted regulatory solutions can be determined. Currently, lawmakers, organisations and academics have struggled to propose clear pathways for identifying the main issues and understanding them. This is due to a failure to agree on the nature and scope of the central problems associated with lobbying, the relationship between them, and how they are relevant to the model of democratic government in the UK. To overcome this, an analytical framework called ‘institutional diversion’ is developed, tested and evaluated. The framework is developed from institutional corruption literature in the United States and is divided into three parts. Part 1 provides elements which help to identify specific lobbying concerns and provide a rich account of the underlying issues. Part 2 articulates a test to determine whether the identified problem in Part 1 causes a diversion from the purpose of the relevant public institution. It is argued that the critical purpose of decision-makers in Parliament and the Government is to ‘act in the public interest’ and that a diversion from that purpose can be tested using the two criteria of ‘integrity’ and ‘objectivity’. Further, it is not sufficient for a framework to simply identify and help to understand the concerns with lobbying. The logical next step is to identify solutions, and that process must also be rationally guided. Therefore, guidelines are developed from an analysis of an interview with the Registrar of Consultant Lobbyists in the UK conducted specifically for this thesis. The guidelines are intended to help future reform analyses by highlighting the practical and political restrictions within which solutions must be developed otherwise they will be unlikely to succeed.

Dans le cadre d'une politique publique presque universelle, la sécurité routière, cette thèse se consacre à une catégorie précise de conducteurs, les motocyclistes. Ceux-ci forment à la fois un groupe distinct d'usagers de la route, objet à ce titre de réglementations spécifiques, et, du moins quand ils sont et se considèrent comme motards, un groupe social. Dans les années 1970, au moment de son institutionnalisation, la politique de sécurité routière rencontre avec ces motards un problème inédit. La moto, disparue durant les années 1960, revient en effet massivement dans les rues avec de nouveaux, et jeunes, utilisateurs. Il lui faut alors inventer une façon de gérer le risque inédit qu'ils représentent, ce qu'elle fera en choisissant, parmi plusieurs options, une politique répressive dont on montrera comment elle a évolué jusqu'à nos jours, en la justifiant à l'aide de considérations morales et d'un appareillage statistique dont on montrera ce qu'il a d'inapproprié, de lacunaire et, parfois, de fictif.S'attaquant à un groupe social décidé à se défendre, cette politique va susciter une opposition organisée qui, au gré des alternances politiques, parviendra à en infléchir plus ou moins le cours, et formera toujours un adversaire avec lequel elle devra composer. Pour traiter un sujet de cet ordre il semble donc pertinent de s'appuyer sur la sociologie interactionniste, d'analyser de façon diachronique cette politique à partir de 1972, de l'étudier à divers échelons, de procéder enfin à des comparaisons diverses, entre États, entre capitales, mais aussi avec une politique publique qui traite de façon fort différente les utilisateurs d'un autre deux-roues, la bicyclette
This thesis is devoted to an aspect of road safety policy, an almost universal public policy, and to a particular category of drivers, namely motorcyclists. They represent both a distinct road users' group, subject as such to specific regulations, and, at least when there are and do consider themselves as motorcycle riders, a social group. When the French road safety policy was designed, in the early 70's, motorcyclists turned out to be an unexpected problem. After vanishing during the 60's, the motorcycle was back in large numbers with new and young users. The state therefore invented a way of dealing with the unprecedented risk they represented. Among several options, it chose a repressive policy whose evolution we will trace from the 1970s to today. This policy was grounded on moral justifications and strengthened by an inadequate, incomplete and sometimes fictitious statistical body.This policy endangered a social group ready to defend itself, thus creating an organized opposition able to reorientate it partially. To this day, motorcycles remain an opponent the state has to cope with. To deal with this subject, it seems relevant to use the findings of interactionist sociology and to analyse this policy from a diachronic point of view, starting in 1972. We will study this subject at different scales and proceed to various comparisons between countries or capitals. Furthermore, we'll see how it compares to public policy that deals, in a very different manner, with users of another two-wheel vehicle, the bicycle

Die Arbeit rekonstruiert jugendliche Mitgestaltung und jugendkulturelle Artikulationen in westdeutschen Schulen entlang eines umfassenden Bestandes an Schülerzeitungen. Zur Mitgestaltung der Schulgemeinschaft und zum Erlernen demokratischer Handlungsweisen wurden Schülerzeitungen von den Alliierten zusammen mit der Schülermitverantwortung (SMV) insbesondere an Gymnasien eingeführt. Erstmals wird hier auch die Entwicklung der Schülerzeitungen in der ersten Hälfte des 20. Jahrhunderts nachgezeichnet. Schülerzeitungen zeugten gegenüber der Schülermitverantwortung (SMV) von deutlich unproblematischer und erfolgreicher zu etablierenden Mitgestaltungs- und Artikulationsmöglichkeiten und trugen zur Entwicklung von stärker durch Liberalisierung und Partizipation geprägte Schulkulturen bei. Dies wird für prägende Themen in der behandelten Zeit dargestellt: mit Blick auf (1) die Diskussion von Technik und naturwissenschaftlich-technischen Entwicklungen während des Kalten Krieges, (2) auf die Beschäftigung mit den USA und ihrem kulturellen Einfluss sowie (3) auf die Auseinandersetzungen mit jugendkulturellen Entwicklungen. Die zunehmende Öffnung der Schule für jugendkulturelle Ausdrucksweisen wird sowohl thematisch als auch auf materieller Ebene untersucht. Dazu wird u. a. die symbolische Kommunikation auf Titelblättern von Schülerzeitungen analysiert. Die dargestellten produktiven Bemühungen um Meinungsfreiheit in der Schule verdeutlichen auch die Bedeutung von Schülerzeitungen für das Lehrer-Schüler-Verhältnis. Die Arbeit bekräftigt die Relevanz von Schülerzeitungen für die Rekonstruktion von Jugendkulturen bzw. peer cultures im schulischen Raum sowie als ertragreiche Quelle für die Jugend- und Schulforschung. Schülerzeitungen sind darüber hinaus ein internationales und auch transnationales Phänomen. Für weitere Forschungen wird daher zudem ein erster umfassender Forschungsbericht zu Schülerzeitungen in Westeuropa, in der DDR und in den USA gegeben.
This doctoral thesis reconstructs youth participation and youth-cultural articulations at West German secondary schools. After 1945, the Allies introduced student newspapers along with student councils in order to foster the acquisition of democratic behaviors and codetermination of the school community. This project first offers a thorough documentation of the development of student newspapers in the first half of the 20th century, and then focuses on their development in the 1950s and 1960s. By the mid-1950s, the editors of the student newspapers had claimed independence vis-a-vis student councils. Student newspapers, meanwhile, bespoke far less problematic, and more successful, potentials for participation and youth-cultural articulation. They thereby contributed to school cultures more strongly influenced by liberalization and participation. The following defining themes from the era are presented in these articles: (1) the discussion of technology and natural science/technical developments during the cold war, (2) engagement with the USA and its cultural influence, and (3) involvement with youth-cultural developments. The increasing opening of schools for youth-cultural forms of expression is examined on both thematic and material levels. In addition, newspaper elements such as the symbolic communication in title pages will be analyzed. The productive efforts toward freedom of opinion in schools show the importance of school newspapers in terms of the teacher-student relationship and the development of participatory structures in schools. This project underlines the relevance of school newspapers for the reconstruction of youth cultures and peer cultures in schools in addition to being sources for youth research and school research. Moreover, school newspapers are an international and transnational phenomenon. Areas for further research are indicated in a literature review for Western Europe a consideration of the GDR and the USA.
Cette thèse reconstruit la participation des jeunes et les articulations culturelles des jeunes dans les écoles ouest-allemandes à travers une collection de plus de 7 500 journaux scolaires archivés à la Bibliothek für Bildungsgeschichtliche Forschung (BBF) de Berlin. Afin d'aider à façonner la communauté scolaire et d'apprendre à agir de manière démocratique, les journaux scolaires ont été introduits après 1945 par les Alliés en collaboration avec le conseil des élèves, en particulier dans les écoles secondaires. Ce faisant, certaines préformes réussies du passé ont été poursuivies. Pour la première fois, cet ouvrage retrace l'évolution des journaux scolaires dans la première moitié du XXe siècle, puis se concentre sur les développements des années 1950 et 1960. A partir du milieu des années 1950, les rédacteurs en chef des journaux de l'école ont revendiqué avec succès leur indépendance vis-à-vis du conseil des élèves, dont les possibilités de codécision ont été désillusionnées à un stade précoce. Contrairement au conseil des élèves, les journaux scolaires ont témoigné de possibilités de co-design et d'articulation à établir nettement moins problématiques et plus fructueuses et ont ainsi contribué au développement de cultures scolaires plus fortement influencées par la libéralisation et la participation. Il est présenté dans le présent document pour les thèmes de formation au cours de la période couverte : en vue (1) de la discussion sur la technologie et les développements scientifiques et techniques pendant la Guerre froide, (2) de l'occupation avec les Etats-Unis et son influence culturelle, et (3) des confrontations avec les développements culturels des jeunes. L'ouverture croissante de l'école aux expressions culturelles des jeunes est examinée tant au niveau de la thématisation que sur le plan matériel sous la forme d'une analyse des artefacts. A cet effet, la communication symbolique sur les pages de titre des journaux scolaires sera analysée. Les efforts productifs présentés pour la liberté d'opinion dans les écoles illustrent également l'importance des journaux étudiants pour la relation enseignant-élève et le développement de structures participatives dans les écoles. Les travaux confirment la pertinence des journaux scolaires pour la reconstruction des cultures des jeunes ou des cultures des pairs dans les écoles et en tant que source productive pour les jeunes et la recherche scolaire. Les journaux scolaires sont également un phénomène international et transnational. Pour des recherches plus approfondies, ce document fournit un premier rapport de recherche complet pour l'Europe occidentale ainsi qu'une présentation pour la RDA et les Etats-Unis.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.
Title from title screen (site viewed January 5, 2010). PDF text: xv, 240 p. : ill. ; 576 K. UMI publication number: AAT 3365758. Includes bibliographical references. Also available in microfilm and microfiche formats.

碩士
中國文化大學
青少年兒童福利碩士學位學程
103
This correlation study mainly explored the issues of parent-youth interaction、peer group pressure and delinquent behaviors. Taking the grade 7 to 12 of youth as the research subject, this correlation study adopted the self-made questionnaire to conduct a general survey on 560 participants, and 489 were verified and approved to fill the questionnaire, accounting for 87％. The research results and findings are listed as follows： 1. According to the general information of youth, there was significant difference among gender, grade, current occupation status of parents, marital status of parents, accommodation status with family, academic results, the number of sibling and parent-youth interaction. There was significant difference among gender, current occupation status of parents, academic results and peer group pressure. There was significant difference among gender, grade, current occupation status of parents, marital status of parents, economic status of family, accommodation status with family, academic results and youth’s delinquent behaviors. 2. Parent-youth interaction and peer group pressure showed positive correlation. There was correlation between parent-youth interaction and youth delinquent behaviors. An alienation of parent-youth interaction and youth delinquent behaviors showed positive correlation. An intimacy, share, restrictive of parent-youth interaction and youth delinquent behaviors showed negative correlation. There was correlation between the peer group pressure and youth delinquent behaviors. The belonging, reinforcement function, understood and agreed, resistance pressure and an undisciplined of youth delinquent behaviors showed positive correlation. According to the research results, this study suggests the following recommendations： 1. Regarding to different family composition to take a kind of parent education curriculum. 2. Regarding to different stage of development in an infant child, children and youth to take a lecture course of parent education. 3. To encourage the youth to participate in activities for public welfare or leisure.

Mexican Americans are a population that has significantly increased over the years in the United States. Despite their growth, many still face barriers in their pursuit of success and are at increased risk for poorer outcomes. Many explanations, such as acculturation, have been sought as potential contributors to poorer outcomes seen among Mexican Americans, particularly in academic settings. As an alternative explanation to acculturation, Fordham and Ogbu (1986) proposed that many of the negative outcomes in academic performance seen among African Americans could be attributed to the within-group processes that ostracized those who exhibited behaviors deemed “White.” Since the emergence of the “acting White” thesis, significant research has emerged in the hopes of either proving or disproving the tenants of the thesis. What has emerged is that some minorities have experienced pressures to conform and that many utilize a set of strategies that allow them to negotiate their multicultural contexts. However, most of the literature has focused on the experiences of African Americans; meanwhile research has been limited among other ethnicities who may share similar experiences. This report proposes a study that would attempt to examine whether Mexican Americans experience social pressures to conform to within-group cultural expectations. This study would also explore how Mexican American youth negotiate their ethnic peer cultures and school environments. In addition, potential psychological stressors related to accusations of “acting White” and perceived social pressures would also be explored.
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碩士
臺北市立大學
心理與諮商學系心理與諮商教學碩士學位班
103
The aim of this study was to explore the relationship among social support, peer group pressure, and subjective well-being in elementary school teachers. Participants were 523 elementary school teachers in the schools located in northern regions of Taiwan. The teachers responded to a questionnaire consisted of Social Support Scale, Elementary School Teachers’ Peer Pressure Scale, and Elementary School Teachers’ Subjective Well-being Scale. Major findings were: (1) For elementary school teachers, the perceived emotional and information aspects of social support varied with age and marital status; evaluation social support varied with school size; instrumental support varied with job position. (2) Elementary school teachers’ peer group pressure covered three aspects: peer involvement, school affairs participation, and conformity to peer norms. (3) For teachers, overall peer group pressure varied as a function of job position; peer group pressure in involvement with peers varied with gender, year of teaching, and job position; peer group pressure in participation in school affairs varied with job position and number of kids; conformity to peer norms varied with gender and number of kids. (4) Overall subjective well-being varied as a function of job position, marital status, and number of kids; life satisfaction varied with marital status and number of kids; positive emotion varied with job position and negative emotion varied with with marital status and number of kids. (5) No significant correlation was found between peer group pressure and subjective well-being, whereas social support was found to significantly predict subjective well-being. Suggestions are provided for teachers, schools and future researchers, based on the results of this study. Key words: elemtentary school teachers, peer group pressure, social support, subjective well- being

The aim of the study was to explore the influence of social factors on adolescent drug abuse. The researcher's interest in the study evolved from her involvement with adolescent drug patients at Magaliesoord Centre. Drug abuse is recognised as one of the greatest social problems in South Africa. Youth, particularly adolescents, are found to be amongst the high risk groups. The exploratory design was selected for conducting this research. This design is approprate for this study particularly as it is aimed at exploring to what extent social factors influence adolescent drug abuse. A face-to-face structured interview schedule was used as a data gathering instrument. Adolescent drug abuse is a phenomenon which is determined by multiple factors. These factors are imbedded in the cultural and social structures within communities. Family and peer behaviour and standards are for most youth the greatest sources of influence. The objectives of the study were as follows:

• To explore the extent to which poor family relationships influence adolescent drug abuse
• To explore the influence of the home environment on adolescent drug abuse
• To explore if peer pressure influence adolescent drug abuse.

From the data acquired, it can be concluded that multiple factors influence adolescent drug behaviour. Of the social environmental factors influencing adolescent drug abuse, the family and peers are perceived as having the strongest influence. Poorfamily relationships, particularly those characterized by poor communication between parents and their adolescent children, do contribute towards adolescent drug behaviour. Adolescents who experience their home environment as unstable often resort to drugs as a response to or an escape from their home situation. Peer pressure resulting from association with drug taking friends often lead adolescents to experiment with drugs, thus leading to eventual abuse. Recommendations

• Parents should strive to create a positive atmosphere within the home. This can be achieved by encouraging open communication amongst the family members
• Parents should communicate openly with their children regarding both acceptable and unacceptable behaviour. This will enable the children to know where they stand in relation to their parents regarding their behaviour.
• Adolescents should be guided in their selection of friends. Parents should know who their children associate with outside the home.
• Children should be encouraged and supported at an early age to take part in recreational activities. This will enable them to use their leisure time constructively.

Dissertation (MA)--University of Pretoria, 2013.
Social Work and Criminology
unrestricted

Text in Afrikaans
Papalia, Olds en Feldman (2008:419) noem dat die woord "adolessensie" van die Latynse woord "adolescere" afkomstig is. Dit beteken "om te groei in volwassenheid". In hierdie geval word adolessensie gesien as ʼn proses eerder as ʼn spesifieke tydperk in ʼn individu se lewe. Hierdie studie fokus op die adolessent, in die besonder die vroeë adolessente dogter en haar psigo-sosiale ontwikkeling. Spesifieke navorsing word gedoen oor die verhoudingsprobleme wat by die vroeë adolessente dogter gedurende die psigo-sosiale stadium van vroeë adolessensie voorkom, en die moontlikheid van groepsterapie as terapeutiese intervensie. Die benutting van groepsterapie, in die konteks van vroeë adolessente dogters met portuurgroep-verhoudingsprobleme, het die navorser geïnteresseer, weens haar ondervinding met kinders en spesifiek vroeë adolessente dogters met verhoudingsprobleme. Dogters is meer betrokke by hul verhoudings, hulle is meer uitgesproke in terme van hul emosies en benodig emosionele ondersteuning van hul portuurgroep, meer dikwels as wat seuns doen (Papalia et al. 2008:398). Sue, Sue en Sue (2006:579) skryf die toename in groepsterapie toe aan die feit dat baie sielkundige probleme interpersoonlik en intrapersoonlik van aard is. Verhoudingsprobleme binne groepe word dikwels die beste hanteer binne ʼn groep.
Papalia et al. (2008:419) state that the word "adolescence" comes from the Latin word "adolescere". It means "to grow in maturity". In this case, adolescence is seen as a process rather than as a specific time period in an individual's life. This study focuses on the adolescent, and in particular the early adolescent girl and her psychosocial development. Specific research is done on the relationship problems that occur during the development of the psychosocial stage of early adolescent girls and possible therapeutic interventions with the problem. The utilisation of group therapy, in the context of early adolescent girls and peer-relationship problems, interests the researcher, because of her experience with children and specifically early adolescent girls who are prone to peer-relationship problems. Girls are more concerned with their relationships; they are more outspoken in terms of their emotions and seek emotional support from their peers more often than boys do (Papalia et al.2008:398). Sue et al.(2006:579) attributes the increase in group therapy to the fact that many psychological problems are interpersonal and intrapersonal in nature. Relationship problems in groups are often best handled within the group.
Psychology of Education
M. Ed. (Voorligting)

The quantitative study focuses on the perceptions of Nigerian adolescent students to HIV/AIDS and their attitudes to prevention methods. From the literature reviewed it was ascertained that adolescent students do have positive and optimistic perceptions of HIV/AIDS, and also adequate knowledge, but this has not translated into positive attitudes to prevention methods. The literature also indicated that peer group pressure, parental control and the mass media are some variables that probably influence adolescents’ sexual behaviour. This researcher developed the ‘Adolescent Students’ Perception of HIV/AIDS and Attitude to Prevention Methods Questionnaire’ to solicit information from the adolescent students. The results were coded and duly analysed. The results from the empirical study indicated that Nigerian adolescent students have positive perceptions regarding HIV/AIDS, as well as positive attitudes to prevention methods. Recommendations were made for curriculum experts, educators and parents based on current research methods.
Psychology of Education
Thesis (D. Ed. (Psychology of Education)

The purpose of the empirical study is to determine the nature of the peer pressure that boys experience at a single-gender school. A literature study was conducted on single-gender education as opposed to co-education as well as the phenomenon of peer pressure during adolescence and the factors that might influence peer pressure. An empirical investigation was conducted involving 221 adolescent boys. The results showed that boys in single-gender schools experience more positive than negative peer pressure. No significant differences were found between the peer pressure of boys at a single-gender school and those at a co-educational school. Motivation and relationship with peers were identified as the two most important variables relating to peer pressure. Guidelines for parents, teachers, and adolescents were discussed to promote positive peer pressure and to minimise negative peer pressure. These guidelines included strategies to motivate adolescents and to promote positive peer relationships.
Psychology of Education
M. Ed. (Psychology of Education)

The prevalence of dieting is alarmingly high amongst adolescents in South Africa. Dieting behaviour, influenced by the promotion of the thin ideal, poses one of the main risks for eating disorders, which have serious physical, psychological and social consequences, including death. Treatment of eating disorders is a costly, difficult and long-term process, therefore preventative measures have been advocated. One of the shortcomings of existing school-based primary intervention programmes has been the failure to bring about significant changes in body image, a key defining feature of eating disorders. This study evaluates the effectiveness of a modified version of Rosen's body image programme with adolescents, with the view to exploring the idea of adding a body image component to existing preventative programmes. The modified version of Rosen's programme proved to be effective in improving the body image of mid-adolescents.
Educational Studies
M. Ed. (Psychology of Education, with specialisation in Guidance and Counselling)

Text in Afrikaans
Die doel van opvoeding is om die kind tot volwassenheid te lei. 'n Volwasse persoon is iemand wat homself ken, 'n inherente sin virwaardes navolg, sedelik selfstandige besluite kan neem en verantwoordelikheid kan aanvaar. Groepdruk belemmer die verwerwing van bogenoemde eienskappe by die adolessent en bemoeilik gevolglik sy opvoeding. Daarom stel opvoedkundiges toenemend meer in groepdruk as fenomeen belang. Die doeI van die ondersoek was om 'n meetinstrument te ontwikkel waarmee adolessente geidentifiseer kan word wat groepdruk moeilik hanteer. Daarbenewens was dit oak die doel om die belangrikste veranderlikes wat verband hou met groepdruk te identifiseer. 'n Literatuurstudie is onderneem met die doel om die fenomeen groepdruk te analiseer, ondersoek in te stel na die meetbaarheid van groepdruk en vas te stel watter faktore met groepdruk verband hou. 'n Meetinstrument is ontwikkel met die doel om groepdruk te meet (betroubaarheidskoeffisient : 0,86). 'n Empiriese ondersoek is uitgevoerwaarby 452 hoerskool adolessente (234 seuns en 228 dogters) betrek is. Benewens groepdruk is verskeie veranderlikes soos verhouding met ouers, verhouding met maats, selfbeeld, waardes, intelligensie en persoonlikheid ook gemeet. Biografiese gegewens soos geslag, ouderdom, demerietes, buitemuurse aktiwiteite en posisie in gesin is ingesluit. Uit die empiriese ondersoek blyk dit dat : • groepdruk 'n afname toon en verander vanaf graad 8 na graad 12; • selfbeeld, ouderdom, populariteit en verhouding met maats as die vernaamste veranderlikes wat met groepdruk verband hou, beskou kan word. Die implikasies van die bevindinge in die literatuurstudie en in die empiriese ondersoek is bespreek met die doel om ouers en onderwysers met riglyne te voorsien wat hulle kan aanwend om adolessente minder kwesbaar vir groepdruk te maak.
The aim of education is to guide the child towards adulthood. An adult is expected to know himself, follow an inherent sense of values, make moral decisions independently and accept responsibility. Group pressure hampers the attainment of the above characteristics during adolescence and therefore makes education problematic. For this reason educationists are taking a growing interest in group pressure as a phenomenon. The aim of this study was to develop a measuring instrument to identify adolescents who find it difficult to deal with group pressure. In addition it was also the aim to determine the most important variables which relate to group pressure. A literature study was undertaken in order to analyse group pressure as a phenomenon, to analyse the measurability of group pressure and to determine which factors relate to group pressure. An instrument was developed to measure group pressure (reliability coefficient: 0,86). An empiricalinvestigation was carried out involving 452 high school adolescents (234 boys and 228 girls). In addition to group pressure, several variables were measured such as the individual's relationship with parents and friends, his self-concept, values, intelligence and personality. Biographical information such as gender, age, number of demerits, extra mural activities and birth order was collated. From the empirical investigation it seems that • group pressure shows a decline from Grade 8 to 12; • self concept, age, popularity and relationship with friends can be considered the most important variables relating to group pressure. The implications of the findings in the literature study and empirical investigation were discussed with the aim to provide parents and teachers with guidelines which they can apply to make adolescents less vulnerable to group pressure.
Psychology of Education
D. Ed. (Sielkundige Opvoedkunde)