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A Thesis
Presented to the
Faculty of the College of Education
JOSE RIZAL MEMORIAL STATE UNIVERSITY
Siocon Campus
In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION
Jennifer E. Moso
Judy Ann C. Tumanda
Renson B. Torres
October, 2018
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
DEDICATION iii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS v
Introduction 1
Research Hypothesis 4
Definition of Terms 8
Related Literature 10
Related Studies 11
Research Design 13
Research Respondents 13
Research Environment 14
Research Instrument 14
Research Validation 15
Statistical Data 16
ACKNOWLEDGEMENT
We would like to express our heartfelt gratitude and appreciation to the people behind all the
accomplishment and realization of the research papers entitled “THE PEER PRESSURE AND
SOCIAL ANXIETY AS A CONTRIBUTORY FACTORS TO DEPRESSION:
IMPLICATION TO STUDENTS’ ACADEMIC PERFORMANCE” which contributed much
effort and time in the accomplishment of the research study. To name a few;
State University – Siocon Campus, for the incomparable zeal and for the motivating us in the field of
supervision;
DR. SERGIO A. TABILIRAN, JR, Dean, College of Education, for his boundless effort in
DR. ULYSSES SILLERO, Research Director, for being perseverance in our delays and
MRS. MARILYN S. ESPEJO, Research Adviser, for her untiring effort in encouraging us
To our parents and siblings, for their boundless love and financial support to this research
study;
And most of all, to the Almighty Creator, for the gift of understanding we have received
from his grace and blessings and guiding us to the path where we are right now.
The Researchers
Dedication
The researchers would like to give tribute to the Almighty God for showering us with
blessings to be able for us do the work with persistence, for giving us knowledge and fortitude,
without His guide this study would not be possible. This research study is also untiringly dedicated
to our cherished families and siblings for their vigorous support and love for being our motivation in
fulfilling our goals, and to those persons who have reinforced us in one way or the other in the
success of this research work. Thank you very much. We owe this entire endeavor to you.
The Researchers
Chapter 1
Introduction
Peer pressure and social anxiety are two factors that affects the individual behavior and even
causes some misunderstanding and negative outcome in individual’s life. Sometimes it causes harm
that can trigger an individual fear of which may lead to some serious depression that may affect their
academic performance. But how these unwanted acts could be eliminated in individuals’ lives in
order to perform well in school and able to achieve the main objective in learning? As a student, it is
not easy in finding ways just to overcome the unnecessary acts but with the full determination and
perseverance in coping up with their fear, with the comfort and support of the parents, the negative
Social anxiety is the fear of negative evaluations by others in social situations. Social anxiety
causes one to perceive that others will think that they are inadequate and will reject him/her and this
leads to the feelings of apprehension, self – consciousness, and emotional distress (Leitenberg,
1990). On the other hand, interpersonal influences, such as peer pressure plays an important role in
the development of materialism among adolescents. One of the most important factors that affect
adolescence is the social environment of the adolescents. Peer pressure means being influenced or
pushed over by friends to do something you do or do not wish to do (Mangleburg, Doney and
Bristol, 2004).
The influence of other people throughout a person’s life is an unbroken process that forms
part of individual’s socialization in all stages of life. Adolescence is one of the most important
periods of person’s life in which he or she is most susceptible to change. The concept of peer
influence in this period is associated with the process of interaction between peers, in which children
and young people accept characteristics of those peers for whom they feel sympathy (Dishon and
Dodge, 2005).
areas of their life: participation in family activities, school activities, in activities with peers,
conforming to peer norms (conforming in dressing, listening to music) and risk behaviors (Brown,
social anxiety symptoms and fears of negative evaluation. Results suggested that lack of perceived
Social anxiety and peer pressure can predict materialism in both male and female
adolescents. Personal relative deprivation refers to the dissatisfaction and resentment resulting from
belief that one is deprived of desired and deserved outcomes compared with what others have (Smith
Peer groups provide support, security, membership, autonomy, self – expression and
common experiences to adolescents, and peer pressure is “the influences and pressures adolescents
feel from their peers”. Adolescents inevitably look to their peers for approval and support
(Adriaansz, 2002).
Theoretical/Conceptual Framework
According to the Social Comparison Theory (Festinger, 1954), people have the drive to
evaluate themselves by comparison with others when objective means are not available. When
adolescents feel inferior in terms of social comparison, it leads to social anxiety in them, indirectly
According to Chadda and Sengupta (2002), social anxiety and peer pressure were found
positively related to each other. They investigated various factors that influence and encourage
According to Self – Presentation Theory (Leary, 1995), proposes that individuals experience
social anxiety when they are encouraged to make a desirable impression on other persons, such as
their peers. This is because the impressions that people make on other persons have significant
implications for how they are evaluated in everyday life; people are understandably stimulated to
evaluated from significant others leads to anxiety and individual strives for more materialistic
The conceptual paradigm is divided into three parts which represents the entire components
of the study conducted by the researchers in relation to the social anxiety and peer pressure as the
contributory factor to depression. The first frame represents the dependent variable which is the
implication to students’ academic performance; second frame is the moderator variable which is the
students of Jose Rizal Memorial State University – Siocon Campus, and the last frame is about
independent variable which is the peer pressure and social anxiety as contributory factors to
depression.
This study aimed to assess the factors that affect the students’ academic performance in
relation to Peer Pressure and Social Anxiety as Contributory Factors to Depression: Implication to
1.1 sex;
2. What are the factors that affect the academic performance of the students?
3. What are the implications of peer pressure and social anxiety as contributory factors to
4. Is there a significant difference between the peer pressure and social anxiety as contributory
Hypothesis
Ho: There is no significant relationship between the peer pressure and social anxiety as
The primary goal of the study is to identify the factor that affects the students’ academic
performance in school. The researchers would like also to assess the peer pressure and social anxiety
learning ability in the school. The researchers also attempt to differentiate the factors that would
inflict to the adolescents lifestyle. Specifically, this study will be beneficial to the following:
Students/Pupils
This study will provide the students with full understanding the different factors that affect
their lifestyle especially in learning. This will also serve as their guide in eliminating the negative
sides of their habits and know the intervention to overcome their fear and faced their anxiety.
Teachers
Through this research study, the teachers were able to find intervention and prevention to the
unwanted and unnecessary behaviors of the students towards their learning ability. This study also
provides the teachers with enough knowledge on how to handle situation when these things would
School Official
With this study, the school officials could assess the performance and identify the students’
effects of peer pressure and social anxiety in their journey in learning. The school officials can
suggest some intervention in order to prevent this disturbance in the life of the students.
Future Researchers
This study will heighten the future researchers who would wish to trail in conducting a
research study. This will serve as the future reference of the study for the students and other
researchers who wanted to go beyond of what the study all about. This study will give the
researchers the insight of what would be the next step and things to do after completion of the work.
Dependent Variable
Moderator Variable
JRMSU Students
Independent Variable
This study was focused on the Peer Pressure and Social Anxiety as Contributory Factors to
Depression: Implication to Students’ Academic Performance. The study will be conducted to the
students of Jose Rizal Memorial State University – Siocon Campus and who were enrolled in the
academic year 2018 - 2019. The setting of the study is on JRMSU – Siocon Campus, Manaol,
Definition of Terms
The following terms would significantly help the readers to understand more as those are
or college.
Anxiety – refers to fear or nervousness about what might happen; a fearful concern or
interest.
Depression – refers to a serious medical condition in which a person feels very sad,
Factors – it is something that helps produce or influence a result; one of the things that cause
something to happen.
Implication – a possible future effect or result; something that is suggested without being
practicing, being taught, or experiencing something; the activity of someone who learns.
Peer – a person who belongs to the same age group or social group as someone else; one that
Performance – an activity that a person or group does to entertain an audience; the act of
Pressure – it refers to the weight or force that is produced when something presses or pushes
Social – it is relating to or involving activities in which people spend time talking to each
other or doing enjoyable things with each other; relating to people or society in genral.
Students – refer to the respondents of the research study in the College of Education who are
This chapter presents the related literature and studies that have relevance and significance to
present the study. It gives more specific and accurate information about the study. These materials
Related Literature`
For socially anxious youths, high levels of perceived peer use in conjunction with high levels
of affiliation was associated with greater alcohol use on average and more frequent episodic drinking
Social comparison leads to feeling of resentment and dissatisfaction. They place importance
on acquiring money and possessions to compensate for the sense of that they are getting less than
they deserve relative to others. Research shows that believing one to be worse off than others is
Peer pressure may be defined as the insistence and encouragement of the same age group
Social support protects from the effect of stressful event through supporting individual to
change stressful situation, the meaning of stressors and emotional reactions. The most important
support source of students consists of parents, peers and teachers (Yildirim, 2004).
Related Studies
In the study conducted by Wallace and Alden (1995) entitled “Social Anxiety and Standard
Setting following Social Success or Failure” states that, persons with more pronounced social
anxiety often doubt in their own capability of creating desired impression on other people and
believe they cannot meet the expectations other people have from them.
According to Rudolph et al., (2000) in his study “Toward an Interpersonal Life – Stress
Model of Depression” states that, the depression could be a consequence of experience of pressure
and social anxiety, i.e. a result of accumulated stress triggered by interaction of social and
inadequate relationships. However, through the introduction of the block variables for assessment of
parental behavior as predictor, the importance of depression is lost and social anxiety becomes an
According to the study conducted by Leary and Kowalski (1995) entitled “Social Anxiety”
states that the adolescent’s desire to be liked and accepted by his peers (friends) while doubting in
own capability of realizing these aspirations is correlated with the concept of social anxiety. At the
same time, we can also assume that these circumstances from good grounds for susceptibility to peer
pressure.
On other hand, according to the study conducted by Cohen and Pristein (2006) entitled “Peer
Contagion of Aggression and Health – Risk Behavior among Adolescent Males” showed in their
study that adolescents with more social anxiety are more inclined to conforming to peers regardless
contributed to the individual’s life and the effects of peer pressure and social anxiety that leads to
some sort of depression in the academic arena of learning. The study discusses certain factors that
would be very interesting to know on how does our social lifestyle affects our leraning capability as
a student and how our peers influences us either in the right manner or the other side with a negative
outcomes.
The differences of the present study from the past study was the number of respondents
involved in the research study and the setting of the study where it was conducted, the duration of
the research conducted and how the main objective of the study being achieved.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research methodology to be used by the researchers in conducting
the research study. This section consists of the following topics: research design, research
Research Design
This research study employed the descriptive design which is used to evaluate the data that
will be collected by the researchers through the constructed questionnaires which will be given to the
respondents to the study entitled, “Peer Pressure and Social Anxiety as Contributory Factors to
Research Respondents
The respondents of the research study are the students of Jose Rizal Memorial State
University – Siocon Campus namely: College of Education, College of Arts and Sciences and the
College of Industrial Technology who were enrolled in the academic year 2018 – 2019 and with a
population of 1,200 students and a total of 923 sample size of respondents which will be dealt using
Research Environment
The research study will be conducted in Jose Rizal Memorial State University – Siocon
Campus composed of the three departments namely: College of Education, College of Arts and
Sciences and the College of Industrial Technology respectively. The setting of the study is located in
Research Instrument
The researchers will employ the questionnaire checklist accompanied with the personal
information data sheet to gather the necessary information to be used by the researchers in validating
the responses of the respondents. The researchers will be using self – constructed survey
questionnaire checklist for validation and reliability of the data and information in conducting the
research study. The questionnaire checklist will consist of the following: (1) Profile of the
Respondents; (2) Factors that affect the academic performance of the students; (3) Implications of
peer pressure and social anxiety as contributory factors to depressions; (4) Significant difference
between the peer pressure and social anxiety as contributory factors to depression: implication to
Research Validation
The draft questionnaire constructed by the researchers was first submitted to the research
adviser for checking the format and at the same time to the English critic for improving and revising
the questions and grammar. The questionnaire – checklist will be subjected for pre – testing and
examined by the adviser and statistician to ensure the validity and reliability before it will be
distributed to the selected respondents of JRMSU – Siocon Campus students of the three
After validation of the questionnaires, the letter of permission was submitted and checked by
the thesis adviser before it was sent to the Deans of the three colleges and to ask permission to
distribute the questionnaires to the students’ respondents of JRMSU – Siocon Campus of the three
departments. After approval of the letter, the researchers will be distributing the survey
questionnaires to the respondents for their reliable and authentic answers. Retrieval of the
questionnaire checklists were done after they were filled – up by the respondents and used for data
The data collected from the respondents will be then tallied, tabulated and interpreted using
the statistical tools. The statistical tools used are the percentage, slovin formula, ranking and
weighted mean.
Simple percentage is computed by dividing the total responses of each item by the total
Where:
F = Frequency
N = Number of responses
The weighted mean shall be used to calculate the effects of peer pressure and social anxiety
Where:
wx = Weighted Mean
N = Number of cases
3. Slovin Formula will be used to determine the sample size of the respondents in the study.
The formula is
n= ___ N_____
1 + Ne2
Where:
n = sample size
On the other hand, the rating scale will be utilized to determine the significant of the study
from the data collected in relation to peer pressure and social anxiety:
Range Interpretation
APPROVAL SHEET
__________________________
Chairman
Date Signed: _________
___________________________ ________________________
Member Member
Date Signed: __________ Date Singed: __________
_______________________
Member
Date Signed: ________
ACCEPTED by the Dean of the College of Education for the degree of BACHELOR OF
ELEMENTARY EDUCATION.
Sir:
Greetings of peace!
The undersigned would like to request permission from your office to gather some data
related to our research entitled “PEER PRESSURE AND SOCIAL ANXIETY AS
CONTRIBUTORY FACTORS TO DEPRESSION: IMPLICATION TO STUDENTS
ACADEMIC PERFORMANCE”. In this study, we will be distributing questionnaires to the
randomly selected students of JRMSU – Siocon Campus as the respondents.
Sincerely yours,
Jennifer E. Moso
Renson B. Torres
Researchers
Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Siocon, Zamboanga del Norte
Siocon Campus
The Respondents
JRMSU – Siocon Campus
Siocon, Zamboanga del Norte
Dear respondents:
Greetings of peace!
The undersigned would like to seek help from you to gather some data related to conduct of
our research study entitled “PEER PRESSURE AND SOCIAL ANXIETY AS
CONTRIBUTORY FACTORS TO DEPRESSION: IMPLICATION TO STUDENTS
ACADEMIC PERFORMANCE” in which you are our chosen respondents for the said study.
In line with this, the researchers are very much thankful and hopeful for your affirmative
response on the said matter. God bless you and thank you for your cooperation.
Sincerely yours,
Jennifer E. Moso
Renson B. Torres
Researchers
APPENDICES
Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Siocon, Zamboanga del Norte
Siocon Campus
QUESTIONNAIRE CHECKLIST
Department:
PART II. Factors that affect the academic performance of the students
Directions: Please rank the following given statements. 1 as the highest factor and 5 lowest
factor
______ Spend much time in surfing on the internet
______ Socialization with friends.
______ More time in watching movies
______ Less time in reading
______ Fun of texting
PART III. Implication of peer pressure and social anxiety as contributory factors in students
academic performance .
4 MP – Much Problem
3 P – Problem
2 SP – Sometimes Problem
1 NP – Not Problem
Statements MP P SP NP
(4) (3) (2) (1)
1. Low performance in the school
2. High risk of absenteeism resulting to dropout
3. Failing marks/grades
4. Lack of interest in the class
5. Inattentive in the discussion
6. Unprepared in academic learning
7. Undecided to learn and other aspect of anxiety
PART IV. Significant relationship between the peer pressure and social anxiety as
contributory factors to depression: implication to students’ academic performance
Statements VS S SS NS
(4) (3) (2) (1)
1. Parents comfort and connections to them
2. Incorporates peer support
3. Relatives and friends support
4. Self – determination to overcome anxiety
5. Promote assets and skills
6. Exposure exercises and encouragement
7. Improve environmental circumstances
8. Facilitates students transitions by providing academic and
social supports