1. PEERS INFLUENCE IN RELATION TO THE SOCIAL
DEVELOPMENT
NERY ROSE F. AMIGO
GESSELLE L. OREGA
NAHLAA. ARANI
2. Introduction
Social development is one of the prominent aspects
of early childhood development that must be developed
and is required to understand by parents in order to
provide good environment for children (Nizar, 2016).
Social Development provides a comprehensive
introduction to the multiple factors that shape a
student's behavior, interaction with others, feelings
about themselves, and how and why behaviors change
over time (Weiss & Kipp, 2018)
Where does enduring individual interest come
from? One answer is, through social experience that
derives from a need for belongingness, because of this
need, students seek social links that influence the
development of individual interest (Parke, Roisman &
Rose, 2019).
3. Introduction
Positive socialization is achieved when youths
have the opportunity within each unit to be involved in
conforming activities, when they develop skills
necessary to be successfully involved, and when those
with whom they interact consistently reward desired
behaviors (Hawkins & Weis, 2017)
Understanding the peer influences on the social
development of the student is of an extreme importance
as a starting point for creating school activities
(Blaževic, 2016).
Parental support is the largest influence on creating
preferable behavior in adolescents in which parents
directly influence their children’s behavior through the
parenting techniques utilized (CeCi, 2017).
4. Theoretical Framework
• Erik Erikson’s Theory of Psychosocial
Development (1960)
• Lev Vygotsky’s Social Development Theory
(1896)
• The theory of Social Learning of Albert
Bandura (1977)
5. Methods
• Research Design- Descriptive-correlational
• Research Setting- Gubawang Naga,
Zamboanga Sibugay
• Respondents - 27 Grade 12 STEM students
• Instruments
- Influence of Peers Questionnaire
- Social Development Questionnaire
6. Methods
• Data Collection
• Ethical Consideration
• Data Analysis
-Mean and Standard Deviation
- Pearson Product Moment Correlation
Coefficient
7. Results and Discussion
Objective 1:
Determine the level of peer influence.
Finding:
The study revealed that the Grade 12 STEM Senior
High School peer influence was not influenced at all
The students feel that their peers have nothing to do
in their social development. Each one needs to know
that not all things that are taken from peer influences.
8. Results and Discussion
Objective 2:
Assess the students social development.
Finding:
The study revealed that the Senior High School
STEM students perceived their social development as
satisfactory.
This finding implies that the social development of
students falls on the average level depending on factors
maybe that affect on it. Being sociable to others
slightly develop the relationships of a student towards
another student.
9. Results and Discussion
Objective 3:
Explore a significant relationship between the
level of peers’ influence and students’ social
development.
This means that the level of peers’ influence did not
correlate to the students’ social development.
10. Conclusion
In spite of the environment they engage to, the
students have their own choice in dealing with peer
pressure. They are socially independent and not relying
peer opinions that can influence their actions, instead
they deal it with their own.
Parent involvement on student’s social life often
considered as a path of students social behavior and
influence their children in uncountable ways. Parents
create the environment that the children are raised in,
strongly influenced intelligence and personality by the
ways they interact with the children.
11. Recommendations
• The students must practice self-discipline and
respect one’s differences to have a peaceful
environment.
• The students must choose peers they engage.
• The students must be wise in their decision –
making.
• Parents must boost their child’s self-esteem.
Choose their words carefully and be
compassionate. Let their child know that
everyone makes mistakes and that they still love
them, even when they don’t love their behavior.
12. References
Parke, R. D., Roisman, G. I., & Rose, A. J. (2019). Social development. John Wiley
& Sons. Retrieved on December 2019 from
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Parke%2C+R.+D.%2C+Roisman%2C+G.+I.%2C+%
26+Rose%2C+A.+J.+%282019%29.+Social+development+.+John+Wiley+%26Sons.&btnG=
Blaževic, I. (2016). Family, Peer and School Influence on Children's Social
Development. World Journal of Education, 6(2), 42-49. Retrieved on Dec. 5, 2019 from
http://www.sciedupress.com/journal/index.php/wje/index.
ÇeÇi, N. (2017). How Parents Influence Deviant Behaviour among Adolescents: an Analysis of Their
Family Life, Their Community and Their Peers. Проблеминапостмодерността, 7(1), 41-52. Retrieved
on December 3, 2019 from https://www.ceeol.com/search/article-detail?id=606351
Nizar, A. (2016). THE IMPORTANCE OF PARENTS ROLE MODEL IN THE EARLY CHILDHOOD SOCIAL
DEVELOPMENT. Retrieved on December 3, 2019 from
https://s3.amazonaws.com/academia.edu.documents/58106332/
Hawkins, J. D., & Weis, J. G. (2017). The social development model: An integrated approach to delinquency prevention.
In Developmental and Life-course Criminological Theories (pp. 3-27). Routledge. Retrieved on December 3, 2019
from https://www.taylorfrancis.com/books/e/9781351569507/chapters/10.4324%2F9781315094908-1
Weiss, M. R., & Kipp, L. (2018). Social Relationships Rock! How Parents, Coaches, and
Peers Can Optimizecal Development Through Sport and Physical Activity. Retrieved on December 5, 2019 from
https://doi.org/10.1177/0044118X12467655.
