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PEER PRESSURE INFLUENCE ON JUVENILE BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN PANKSHIN LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The concept of a peer group refers to a social group consisting of individuals who are similar in age, status, or other relevant characteristics and share a common social context or environment. Peers within a group typically have similar experiences, interests, and social roles, which facilitate interaction and the development of social relationships. Peer groups play a crucial role in shaping an individual’s identity, values, beliefs, and behaviors, as they provide a context for social comparison, influence, and support. According to Akinboye and Adejumo (2011) peer groups can be found in various settings, such as schools, neighborhoods, workplaces, and online communities, and they serve as a vital source of socialization and support during different stages of life. The concept of a peer group encompasses both formal and informal associations, including classmates, teammates, colleagues, friends, and acquaintances. It is important to note that peer groups can have both positive and negative influences on individuals, as they can either foster positive socialization and development or contribute to negative behaviors and peer pressure.

Peer pressure refers to the influence exerted by one’s peers, typically individuals of a similar age or social group, to conform to their attitudes, behaviors, or values. To Akpan and Udofia (2013) it is a social phenomenon characterized by the pressure or encouragement to adopt certain behaviors, make specific choices, or engage in particular activities in order to fit within the group and gain acceptance. Peer pressure can be both explicit and implicit, ranging from direct requests or demands to more subtle forms of persuasion, such as social norms or expectations. The desire to be accepted, avoid rejection, or gain social approval often drives individuals to succumb to peer pressure, even if it goes against their personal beliefs or values. Peer pressure can manifest in various contexts, such as school, work, or social settings, and can influence a wide range of behaviors, including academic performance, substance use, fashion choices, relationships, and decision-making. According to Babalola and Ogunnaike (2015) it is important to note that peer pressure can have both positive and negative consequences, as it can lead to positive socialization, encouragement, and the adoption of beneficial behaviors, but it can also result in negative outcomes, such as engaging in risky behaviors or succumbing to unhealthy influences. Therefore, peer pressure represents the powerful social force that individuals experience when their peers actively or implicitly influence their thoughts, choices, and actions.

Juvenile behavior refers to the actions, attitudes, and characteristics exhibited by individuals who are in the stage of adolescence or youth. It encompasses the range of behaviors and developmental traits that are typical of young people during this transitional period between childhood and adulthood (Esiobu & Osunde, 2018). Juvenile behavior is often characterized by a combination of qualities such as curiosity, experimentation, impulsivity, risk-taking, self-discovery, identity formation, and exploration of boundaries. It is a stage of life marked by significant physical, emotional, cognitive, and social changes, which can influence behavior and decision-making. Juvenile behavior is shaped by various factors, including biological changes, individual temperament, family dynamics, peer influence, cultural norms, and societal expectations. It can manifest in diverse ways, such as rebelliousness, mood swings, heightened emotional sensitivity, seeking independence, engaging in peer relationships, and testing limits. According to Fajemilehin and Ogunboyo (2014) while some juvenile behavior is considered normal and necessary for healthy development, excessive or persistent manifestation of certain behaviors may indicate underlying issues or challenges that require attention and support. These behaviours among the teenagers which are seen as a deviation from the norm are referred to as juvenile behaviour.

Juvenile behaviour refers to the engagement of young individuals, typically under the age of 18, in illegal or antisocial behaviors that violate societal norms and laws. According to Ogunsanmi and Akintayo(2018) it encompasses a range of unlawful activities, such as theft, vandalism, assault, drug abuse, gang involvement, truancy, and other forms of deviant behavior. Juvenile behaviour is often seen as a manifestation of underlying social, psychological, and environmental factors that contribute to the deviant behavior of young individuals. These factors can include family dysfunction, peer influence, socioeconomic disadvantage, educational challenges, substance abuse, mental health issues, and exposure to violence or neglect. Juvenile behaviour is a matter of concern for both individuals and society, as it can have long-lasting negative consequences for the young offenders themselves, their victims, and the community at large.

The causes of juvenile behaviour are multifaceted and arise from a combination of individual, family, peer, and societal factors that contribute to young individuals engaging in illegal or antisocial behaviors. According to Okechukwu and Nwankwo (2015) individual factors include biological influences such as genetic predispositions, neurological abnormalities, or temperament traits that may increase the likelihood of engaging in delinquent behaviors. Psychological factors encompass mental health issues, low self-esteem, poor impulse control, and a lack of problem-solving skills. Family factors involve dysfunctional family dynamics, including parental neglect, abuse, inconsistent discipline, and a lack of parental involvement or supervision. Peer influences, such as association with delinquent peers, peer pressure, and the desire for acceptance and belonging, can also contribute to behaviour. Societal factors consist of socioeconomic disadvantage, neighborhood characteristics like high crime rates or drug availability, limited educational opportunities, and exposure to violence or substance abuse. Additionally, cultural factors, such as societal norms that glorify aggression or criminal behavior, can also play a role. It is crucial to address these underlying causes to prevent and intervene in juvenile behaviour effectively.

The influence of peer pressure on juvenile behaviour among secondary school students is a significant factor that contributes to deviant behavior in this specific age group. Peer pressure refers to the social influence exerted by peers, individuals of similar age or social group, to conform to their attitudes, behaviors, or values (Oni & Okeke, 2017). Secondary school students are particularly vulnerable to peer pressure due to their developmental stage, the desire for acceptance, and the need to establish their identities. Peer pressure can lead students to engage in delinquent behaviors as a means to gain acceptance, fit in, or avoid social rejection. This influence can manifest in different ways, such as the encouragement to skip classes, engage in substance abuse, participate in vandalism, or join gangs. Adolescents may succumb to peer pressure due to a fear of isolation, a desire for validation, or a lack of assertiveness to resist negative influences. The influence of peer pressure can be heightened in the school environment, where students spend a significant amount of time with their peers and seek validation from their social group. To Owuamanam and Uzoegwu (2016) recognizing and addressing the influence of peer pressure is crucial in preventing and reducing juvenile behaviour among secondary school students. By promoting positive peer relationships, fostering a supportive and inclusive school climate, and providing students with the necessary skills to resist negative influences, educators and parents can help mitigate the impact of peer pressure and steer students towards healthy and law-abiding behaviors.

It is in line with the above discussion that this study seeks to examine peer pressure influence on juvenile behaviour among secondary school students in Pankshin, Local government Area, Plateau State.

1.2 Statement of the Problem

The ideal situation is for secondary school students to be able to resist negative peer pressure and avoid engaging in juvenile behaviour. However, there is a growing concern that peer pressure is influencing secondary school students, leading to an increase in juvenile behaviour. Various measures have been put in place to address juvenile behaviour among secondary school students, including awareness campaigns, educational programs, and counseling services. Despite these measures, peer pressure influences juvenile behaviour among secondary school students continues to persist. The effects are detrimental to the students. It leads to academic decline, engagement in criminal activities, substance abuse, and other negative behaviors. Additionally, the wider community may also be affected by increased crime rates and social unrest. There is a need to understand the extent and nature of the influence of peer pressure on juvenile behaviour among secondary school students. This research aims to identify the factors contributing to peer pressure and behaviour, as well as explore effective interventions to mitigate these influences.

While there have been studies on peer pressure and juvenile behaviours in many areas, there is a lack of specific research focused on the context of Pankshin, Local Government Area, Plateau State. This study intends to fill the gap by providing an empirical evidence of how peer pressure has influenced juvenile behaviours of secondary school student in the study. Considering the persistent influence of peer pressure on juvenile behaviour among secondary school students in Pankshin, Local Government Area, Plateau State, and the negative consequences it poses to individual students and the community as a whole, this research aims to investigate the underlying factors and propose effective interventions.

1.3 Aim and Objectives

The aim of this study is to examine peer pressure influence on juvenile behaviour among secondary school students in Pankshin, Local government Area, Plateau State. The specific objectives of the study are:

1. Identify the kind of juvenile behaviours among secondary school students in Pankshin Local Government Area.
2. Establish how peer pressure influence students’ participation in juvenile behaviours.
3. Determine the challenges of juvenile behaviours among secondary school students.
4. Suggest possible solutions to the challenges of juvenile behaviours among secondary school students.

1.4 Research Questions

            The following research questions guided the study:

1. What are the prevalent types of juvenile behaviors exhibited by secondary school students in Pankshin Local Government Area?
2. How does peer pressure influence the engagement of secondary school students in juvenile behaviors in Pankshin LGA?
3. What are the challenges associated with juvenile behaviors among secondary school students?
4. What potential solutions can be proposed to address the challenges of juvenile behaviors among secondary school students?

1.5 Hypotheses

            The following hypotheses were postulated and to be test at 0.05 level of significance:

H₀₁: There is no significant relationship between peer pressure influence and the types of juvenile behaviors exhibited by secondary school students in Pankshin Local Government Area.

H₀₂: Peer pressure does not significantly influence the participation of secondary school students in juvenile behaviors in Pankshin Local government Area.

• Significance of the Study

The study will provide valuable insights for school counselors and psychologists in understanding the dynamics of peer pressure and its impact on students’ behavior. This knowledge can inform their counseling and intervention strategies, allowing them to provide targeted support to students who may be facing challenges related to peer pressure.

The findings of the study can provide students with a better understanding of the influence of peer pressure on their behavior, enabling them to make more informed decisions and resist negative influences.

The study can help parents and guardians become aware of the impact of peer pressure on their children’s behavior. This knowledge can assist them in providing appropriate guidance and support to their children and implementing strategies to minimize the negative effects of peer pressure.

The findings of the study can be beneficial to law enforcement agencies by providing them with a deeper understanding of the factors contributing to juvenile behaviour. This knowledge can guide the development of preventive programs and initiatives that aim to reduce delinquent behaviors among secondary school students, promoting safer communities.

Social workers and youth workers who engage with young people in the community can benefit from the study’s findings. The information can help them develop effective prevention and intervention strategies that address the influence of peer pressure on juvenile behavior, enabling them to provide targeted support and guidance to at-risk youth.

School administrators and policymakers can utilize the study’s findings to inform the development of school policies, programs, and interventions that address the challenges associated with peer pressure and juvenile behavior. This can contribute to the creation of a more supportive and nurturing educational environment that promotes positive behavior and reduces the risk of behaviour.

The study’s findings can be shared with parents’ associations and community groups, providing them with insights into the influence of peer pressure on juvenile behavior. This information can empower these groups to organize workshops, awareness campaigns, and discussions aimed at equipping parents and community members with the knowledge and skills necessary to support young people in navigating peer pressure effectively.

The study can serve as a valuable resource for future research on the topic, providing a foundation for further exploration and analysis. Academics and researchers can build upon the study’s findings to delve deeper into specific aspects of peer pressure and juvenile behavior, contributing to the growing body of knowledge in the field of adolescent psychology and criminology.

1.7 Theoretical Framework

One theory that can be used as a theoretical framework for studying this study is the Social Learning Theory, proposed by Albert Bandura in 1977. The Social Learning Theory posits that individuals learn through observation, imitation, and modeling of the behavior of others, particularly those in their social environment. According to this theory, individuals are more likely to engage in certain behaviors if they see others being rewarded or reinforced for those behaviors. In the context of peer pressure and juvenile behavior, the theory suggests that secondary school students may be influenced by their peers’ behavior if they observe their peers being rewarded or gaining social acceptance for engaging in delinquent behaviors.

Using the Social Learning Theory as a theoretical framework can provide insights into how peer pressure operates as a mechanism for learning and shaping juvenile behavior. It highlights the importance of observing and modeling the behavior of peers, as well as the role of reinforcement and rewards in reinforcing certain behaviors. This framework can guide the study in examining how peer pressure influences the adoption of delinquent behaviors among secondary school students, and how the presence of rewards or positive outcomes associated with such behaviors may contribute to their perpetuation.

Additionally, the Social Learning Theory also emphasizes the importance of individual characteristics and cognitive processes in mediating the influence of social factors. It suggests that students with higher self-efficacy, stronger internal locus of control, and better decision-making skills may be more resilient to peer pressure and less likely to engage in delinquent behaviors. Consequently, this theory can inform the study in exploring the interplay between individual factors and peer pressure, examining how personal attributes and cognitive processes may moderate or mediate the influence of peer pressure on juvenile behavior.

Therefore, the Social Learning Theory provides a relevant theoretical framework for understanding the influence of peer pressure on juvenile behavior among secondary school students. It highlights the role of observational learning, reinforcement, and cognitive processes in shaping behavior and can guide the study in exploring the mechanisms through which peer pressure influences delinquent behaviors in the specific context of Pankshin Local Government Area, Plateau State.

1.8 Scope and Delimitation of the Study

            The scope of this study encompasses a specific geographic area, namely Pankshin Local Government Area. The study focuses on secondary school students within this area and aims to identify the types of juvenile behaviors exhibited, examine the influence of peer pressure on students’ engagement in such behaviors, determine the challenges associated with juvenile behaviors, and propose solutions to address these challenges. The study will include data collection from secondary school students in Pankshin Local Government Area through surveys. However, the study is delimited to this specific geographic area, and the findings may not be generalized to other regions or populations outside of Pankshin Local Government Area. Additionally, the study will not explore other factors contributing to juvenile behaviour beyond the influence of peer pressure, focusing solely on the identified objectives related to peer pressure and juvenile behavior in the specified area.

1.9 Operational Definitions of Terms

Peer Pressure: For the purpose of this study, peer pressure refers to the social influence exerted by individuals within the same age group or social circle on secondary school students in Pankshin Local Government Area, Plateau State. It includes the direct or indirect encouragement, persuasion, or coercion by peers to engage in specific behaviors, attitudes, or values, including those associated with juvenile behaviour.

Juvenile Behaviour: Juvenile behaviour, within the context of this study, refers to a range of behaviors and actions exhibited by secondary school students in Pankshin Local Government Area that are considered criminal offenses or violations of legal statutes. These behaviors may include property crimes, violence, drug offenses, truancy, and other acts that are unlawful for individuals within the juvenile age range, as defined by local laws and regulations.

Secondary School Students: For the purpose of this study, secondary school students refer to individuals enrolled in educational institutions providing education at the secondary level (typically ages 11 to 18) within Pankshin Local Government Area, Plateau State. This includes students attending public and private secondary schools.

Influence: In this study, influence refers to the power or effect that peer pressure has on the decision-making process and behavior of secondary school students in Pankshin Local Government Area, specifically regarding juvenile behaviour. It includes the ability of peers to shape, modify, or alter the attitudes, beliefs, values, and actions of students through social interaction, conformity, or the desire for acceptance, leading to engagement in delinquent acts.