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Peer support According to De Paola, M. &Scoppa, V.

(2010)Understanding the nature

and the magnitude of peer group effects in education is crucial for the “productivity” of

educational processes and the organizational design of school systems. For example, in order to

improve student outcomes, it is important to know which inputs influence their performance

most and the relative importance of peer effects compared to other inputs, such as teacher quality

or school resources. Peer effects are also important in school. This study connects to our study

because it shows how the performance of other peers affect other student performance.

According to Niela-Vilein, H., Axelin, A. &Melender, H.L. (2014) This systematic

review identified an overall lack of high-quality studies examining online peer to peer support

for young people. Given that peer support is frequently used as an adjunct to internet

interventions for a variety of mental health conditions, there is an urgent need to determine the

effectiveness of peer support alone as an active intervention. This research shows how peer

support influence other peers improvement of their mental health conditions.

According to Philip, A., Rich (2012). Stages of student development are rife with change
in areas of social, physiological, and cognitive development, and students are required to make
important decisions relative to their respective academic endeavors, which may, or may not, rate
the same level of importance as their perceived social status. For decades, educators, and social
scientists, havestudied the role peer-influences and friendship bonds on student motivation
relative to academic performance in an attempt to garner a clear understanding of the dynamics
of those relationships. Classroom teachers, at the forefront of the education process, are faced
daily with the challenges of student motivation. The importance of studies of the roles of peer
influences, bonds of friendship, and motivation, lie in our increasing opportunity to expand our
knowledge-base to better understand, predict, and reinforce positive future outcomes in student
academic motivation and achievement. The question remains: To what degree do friendships and
peer group influence student motivation, decision-making, goal setting , and overall academic
performances? This study discuss how friendships and peer groups influence the motivation of
peers to their studies.

PEER RELATIONSHIP

According to Olalekan, A.B. (2016) Generally it has been observed that a group which a
child belongs to could influence his learning, studies from various cultures have shown that a
child right from infancy to adolescence is faced with urge to belong and to be accepted by the
group. A basic human need is to acquire an affiliation to a group in the society. Peer relationship
are common in the schools and homes and this plays important roles in the socialization of
children. This research show that even at a young age people push themselves to belong to a
group which influence on how they grow as a person and academically to.

According to Mang, P., Zhao, M., Wang, X., Xie, X., Wang, Y., & Lei, L. (2017). Peer
relationship and adolescent smartphone addiction. The mediating role of self-esteem and the
moderating role of the need Journal of Behavioral Addiction, Adolescent smartphone addiction
has received increased attention in recent in years, and peer relationship has been found to be a
protective factor in adolescent smartphone. Little is known about the mediating and moderating
mechanisms underlying this relation. This study shows that peer relationship can influence one
peers action. This is shown in the study that says that peer relationship is one major factor to
adolescent smartphone addiction.

According to Ryan, (2000) Adolescence is a time of transformation in many areas of an


individual’s life. In the midst of these rapid physical, emotional, and social changes, youth begin
to question adult standards and the need for parental guidance. It is also a time for individuals to
make important decisions about their commitment to academics, family, and perhaps religion.
Young adults begin to ask question such as, “Is school important to me?” and “How do I want to
spend my time” The choices that adolescents make regarding their motivation, engagement, and
achievement in school and in life and the satisfaction they obtain from their choices depend, in
part, on the context in which they make such choices. It is shown in this research on how easily
influenced adolescence can be to their environment. Especially to their peer relationship.

NEGATIVE PEER

According to Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A. & Zimbardo, P.
G. (2000) The findings of this study show that early prosocial behavior strongly predicts
subsequent level of academic achievement, even after controlling for variation in early academic
achievement. Indeed, the relation of third-grade academic achievement to eight-grade
achievement disappears after controlling for the effects of early prosocialness. A further impact
of early prosocialness is found in the strong preference adolescents show for peers who are gone
to share, console, and help others.This study shows that child which shown prosocialness has
more chance to have high academic achievement. It is because of the social behavior of the peers
that they interact with.

According to Temitope, & Christy. (2015). This an important issue to be studied because
if society and education related professionals understand the issue surrounding negative peer
influence, they are more likely to prevent it and be more adequately prepared to help a teenager
facing negative aspects of peer pressure. The influence of the peer educational climate is defined
by the amount and the style of help that children receive from the peer group. This is determined
by elements of the peer context, like the dynamic of communication and effective relationships,
attitude towards value, expectations.This study show how big of an impact bad peer influence in
the attitude and behavior of the students.
According to Gremmen, M.C., Dijkstra, J.K., Steglich, C.E.G., &Veenstra, R. (2017)
First selection, then influence development differences in friendship dynamics regarding
academic achievement, Development Psychology. Academic achievement in adolescence is a
key determine of future educational chances and occupational success. Hence, it is important that
adolescents maximize their performance in accordance with their own abilities (Flashman, 2012;
Lubinski, Webb, Morelock, &Benbow, 2001: Shin & Ryan, 2014; Witkow&Fuligni, 2010).
However, there is huge variability in the extent to which adolescents do so and set a path towards
academic success. Whereas some students enjoy academics a lot, work diligently on their school
work, attend school every day and get good grades, others show less interest in school,
potentially leading to underachievement (Bandura, Barbaramelli, Capra, &Pastorelli, 2001;
Bissell-Havran). This research determine that peers can influence interest of a person to their
academic achievement.

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