Influence Of Socioeconomic Status And Peer Pressure On Adolescents’ Behavioural Patterns
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Influence Of Socioeconomic Status And Peer Pressure On Adolescents’ Behavioural Patterns
Chapter one
INTRODUCTION
1.1 Background for the Study
Adolescence is the era of transition from childhood to adulthood. According to studies, the time is characterised by pressure that might be internal or external to the young adult (Adams, 2006; Schneider, 2010). Aside from being a transitory period, they proposed that it is a time of self-definition for the young individual.
Adolescent high-risk behaviours are caused by a variety of factors, many of which begin in early childhood, fluctuate with age, and are intricately linked. These causes operate at ecological (e.g., socioeconomic status, neighbourhood, cultural context), social-relational (e.g., family members, peers, teachers)
and individual (e.g., genetic dispositional factors and temperamental characteristics, sex) levels, and unfold against the backdrop of biological, neurocognitive, and emotional maturation, as well as shifts in age-related social-development processes.
Over the last two decades, research has identified genetics as a major factor contributing to the most worrisome and costly effects of teenage risk-taking, such as aggression, criminal behaviour, and substance use disorders (Jaffee, 2005; Taylor, Iacono, & McGue, 2000).
However, there is mounting evidence that genetic influences on a variety of problem outcomes reflect a complex interplay between inherited and environmental risk, with genetic risk leading to pathological behaviour for some youth only when the primary socialising environment is also negative (Cadoret, Winokur, Langbehn, & Rroughton, 1996; Reiss & Leve, 2007; Tienari, 2004).
This research focusses on families, socioeconomic position, and peers as the most important socialising contexts for the establishment of adolescent behavioural patterns. The impact of socioeconomic status on adolescents’ behavioural patterns can only be understood in light of the concurrent influence of other socialising contexts
particularly the peer context, which will be discussed in the following section, as well as broader contextual conditions that add to, shape, and moderate the effect of the family (Bronfenbrenner, 1979; Collins, Maccoby, Steinberg, Hetherington, & Bornstein, 2000).
Family poverty, family income, parental education level, neighbourhood violence, single parent family status, major family disruptions (divorce, death of a parent), and cumulative family adversities have all been shown to increase adolescents’ behavioural patterns (Amato & Keith, 1991; Brooks-Gunn & Duncan, 1997; Sampson, Raudenbush, & Earls, 1997).
Parents have a significant impact on their children’s life. They have the power and ability to shape, support, and develop their children into people who are inquisitive, creative, and tolerant as a result of their active participation in the educational process.
On the other hand, parents who do not participate in their children’s educational process are said to be capable of suppressing and undermining their children’s motivation and ability through neglect and indifference to their accomplishments. “A child’s ability to perform in school is determined by how effectively his or her parents manage the child at home.
It is an atmosphere in which the kid acquires the skills, attitudes, and behaviours that will shape them into a productive and successful student. However, not every child comes from a household that can offer them with the educational resources they require for academic achievement.
Accordingly, a parent’s socioeconomic level is vital in providing these educational resources and appears to have the largest impact on the child’s educational outcomes” (Vellymalay, 2012).
When compared to other characteristics, socioeconomic level has the greatest influence on parental engagement. However, it is unclear how much the power of a parent’s socioeconomic situation may motivate a child to achieve academic success.
Parental participation improves student accomplishment at all socioeconomic levels, although it is likely more essential for low socioeconomic schools, which have lower test scores and graduation rates.
“Regardless of income, ethnicity, or background, kids with participating parents are more likely to obtain higher grades and test scores, have better attitudes, behaviour, and attendance, graduate, and continue their education.
better parental participation correlates with better educational expectations, enrolment in gifted and talented programs, and good school perceptions (Henderson, 1988). While parent participation improves a student’s academic achievement, poor socioeconomic families are the least likely to be interested in their children’s education (Turney & Kao, 2009; Ratcliff & Hunt, 2009; Van Velsor & Orozco, 2007; Machen, Wilson, & Notar, 2005; Abdul-Adil & Farmer, 2006).
Low-income families frequently work full-time to support their family, leaving no time to participate in their children’s education on campus (Ratcliff & Hunt, 2009).
According to a study of low-income moms, women desire to be active in their children’s education; however, they are less comfortable among teachers, thus they do not participate (Machen, Wilson, & Notar, 2005).
Peer group influences have grown in importance in modern culture, and research have shown that teenagers are more likely to engage in activity that is approved by their peers (Arnett, 1992; De Vries, 1995; Allen, 2005; Clark & Loheac, 2007). Adolescents spend significantly more time in the exclusive company of their peers than their predecessors did.
Changes in family roles that required women to work have significantly lowered the quality time families spend together, making peer groups a feasible option for young people (Clark & Loheac, 2007). Peer groups appear to address adolescents’ concerns about a variety of topics, including their developing bodies.
According to Schneider (2010), becoming a peer group member addresses many teenagers’ worries about social expectations, such as gaining independence from their parents, learning decision-making skills, and acting autonomously.
However, these young teenagers find social expectations perplexing, and achieving them even more difficult. Peer effect on adolescents has been described as cloaked in myths and dread by parents. Peer influence is viewed by parents as a hindrance to their children’s desirable socialisation.
According to You (2011), perceived peer support provides adolescent students with a sense of motivation, allowing them to realise the necessity of achieving academic success. This is because adolescents who are accepted by their peers are more likely to be psychologically healthy and confident than those who are rejected (Allen et al., 2005).
However, Kiran-Esen (2012) found a substantial negative association between peer pressure and self-efficacy expectations (social and moral) in adolescents, while academic self-efficacy was higher in adolescents who experienced low levels of peer pressure.
During adolescence, a number of negative health indicators emerge, including homicide rates, non-intentional injuries, driving under the influence of alcohol, and infection with sexually transmitted diseases (Mulye, Park, Neson, Irwin, & Brindis 2009). Adolescents are also more likely to experiment with substances, as tolerance is lower and the danger of reliance increases (Glaser, Shelton, & Bree, 2010).
Peers and family play an important role in improving adolescent health, as do young people’s perceptions of their quality of life and subjective well-being. Health is not exclusively dependent on the provision of health care during disease; rather, the influence of many environments may be critical (Gaspar and Matos, 2008).
Behavioural difficulties that arise throughout infancy and adolescence (especially external problems such as substance use and aggression) may persist into adulthood and are connected with social non-adaptation, substance abuse, and conflicts (Bongers, Koot, Van der Ende, & Verhulst, 2008).
The peer group can act as a model and influence behaviours and attitudes, while also providing simple access, encouragement, and an acceptable social setting for consumption (Glaser, Shelton, & Bree, 2010).
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