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PUBLISHED DATE: - 02-12-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue12-06
PAGE NO.: - 41-50
PEER SUPPORT AND ADOLESCENT DEVIANT
BEHAVIOR: THE IMPLICATION OF TEACHING
LEARNING PROCESS IN MEZAM DIVISION,
NORTHWEST REGION OF CAMEROON
Tanifum Francis Akongnwi
Department of Educational Psychology, Faculty of Education, University of Bamenda,
Cameroon, Cameroon
Nsagha Sarah Mboshi
Ph.D, Department of Educational Psychology, Faculty of Education, University of Bamenda,
Cameroon, Cameroon
Lambert Wirdze
Ph.D, Department of Educational Psychology, Faculty of Education, University of Bamenda,
Cameroon, Cameroon
INTRODUCTION
Education remains one of the tools for the transformation of an individual and society at
RESEARCH ARTICLE
Open Access
Abstract
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large. It is one of the most powerful instruments
for social change, which plays a crucial role in
nation-building. According to Idowu and Esere
(2007), education helps to develop people’s
intellectual and functional capabilities, but some
deviant behaviours has made the school not to be
effective. The school is a place where students
acquire needed competencies for various
vocations. The place of the counsellor in schools is
important which may help to reduce such ills.
Deviant behaviour refers to behaviour that does
not conform to the norms and expectations of a
given group of people or society (Oghiagbephan &
Ikekhua, 2013). Deviant behaviours from time
immemorial are attributed mostly to the
adolescents and the youths in educational system.
However, due to the dynamism of the society,
various sorts of deviant behaviours are being
exhibited in our present dispensation. In recent
times, schools and the society at large have become
reservoirs for committing various sorts of deviant
behaviours which include theft, rudeness, sexual-
harassment, truancy, late coming to school and so
on (Oghiagbephan & Ikekhua, 2013). Accordingly,
these phenomena have become a destructive
approach that marred the growth and
sustainability of most schools and societal settings
today.
Deviant behaviours among secondary school going
populations the world over, are of concern to
educators, counsellors and psychologists. This is
because deviant behaviours at the adolescent stage
have the potential to undermine the achievement
of both personal and national goals. The danger to
achievement of goals stems, largely from the
varying control responses that are often elicited
with regard to deviant behaviors (Karega, 2013).
Deviance describes actions or behaviors that
violate social norms, including formally enacted
rules as well as informal violations of social norms.
The departure of certain types of behavior from
the norms of a particular society at a particular
time and violation of certain types of group norms
where behavior is in a disapproved direction and
of sufficient degree to exceed the tolerance limit of
the community (Macious & Gerber, 2010).
peer support is an important aspect that can affect
mental health both positively and negatively. The
World Health Organization (2019) defines mental
health as a state of well-being that enables the
individual to know their capabilities and use them
effectively and productively in a way that will be
useful to them and their communities. Peer
support provides physical and psychological
advantages for people faced with stressful physical
and psychosocial events and helps in reducing
psychological distress when faced with stressful
events (Harandi, Taghinasab and Nayeri 2017).
Review of related literature
The role played by peers in adolescent deviant
behavior has been examined from two contrasting
perspectives: the social bonding perspective and
the social interaction perspective. The social
bonding perspective lay emphasis on the bright
side of friendship and stresses that peers
contribute positively to adolescent’s emotional,
cognitive, academic and behavioral functioning. In
contrast the perspective of social integration
focuses on the dark side of peer group particularly
with regards to risk taking and antisocial
behaviour. This approach examines peer’s
behaviour styles and peer’s interaction to explain
how peers may have a negative impact on
adolescent’s adjustments (Vitaro, Boivin and
Bukowski, 2009). Experience with peers is
commonly
assumed to
make
numerous
contributions to a student’s behavior. Having peers
that have antisocial behaviour and friends that are
depressed has a negative effect on the wellbeing of
adolescents (Hartup, 1993).
According to Aissenson and others (2007)
adolescents feel freer to talk about their problems
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with their peers rather than their parents as such
peers play a great role in the formation of
adolescent behavior. The influence peers and
friends have on adolescents is both positive and
negative. The need for acceptance is very strong
among adolescents, and their desire to belong to a
particular social network may have an undesirable
price to pay. When a child has friends that
influences them negatively (for example friends
that do drugs, are brutal, rude and aggressive) has
a negative effect on the child’s personality because
friends as sources of social support play a part in
shaping the personality of their fellow friends,
social relations, social interaction and their overall
wellbeing (Connor, 2012). In recent years, social
support has been a frequent research focus
because it is considered to be an important
external mechanism of protection against possible
obstacles by which an individual can cope with the
changes inside and outside the family environment
(Gonçalves et al., 2011). The presence of positive
peer support can make adolescent to be honest,
avoid drugs, avoid alcohol and be respectful. The
feeling of not fitting in or not being good enough to
belong within a particular group of friends may
lead to depression and distorting psychosocial
wellbeing of adolescents (Hagen et al., 2023).
According to Hay (2005), peers are very important
source of social support as it is assumed that peers
are important factors in adolescent behaviour.
During the adolescence stage, children seek
attention outside the home especially when
relationships with family members are less
influential because the child is considered to be big
to handle certain issues on their own; friends at
this level become a strong support system.
According to Youniss and Smollar (1985) peer
relations have an important role to play in enabling
social integration within a social group and for
better socialization in their environment.
Adolescent peers, especially those that are
emotionally strong, are more than a socializing
force for the child, they provide an important
context for learning, socialization and integration
within a social network.
Research shows that adolescents with positive
feelings toward their school are less likely to be
deviant (Dornbusch, Erickson, Laird, and Wong
2001). When parents do not have a strong bond
with their child and do not teach them pro-social
values, the adolescent has difficulties in school.
These difficulties lead to rejection by conventional
peers, and they drift into association with deviant
peers. This form of participation in deviance is a
direct affect from deviant peers (Simons et al
1991). Now that the adolescent is relatively
unrestrained from the opinions of parents,
teachers, and conventional peers, their new
deviant friends encourage and reinforce them to
participate in deviant behaviors. Deviant friends
are accepting of each other and their deviant
actions.
According to Connor and Davidson (2003), Peer
support has been seen as a great source of
adolescences resilience that is significantly and
positively associated with self-esteem and pro-
social behavior. The interaction effect of peer
support and resilience was significantly positively
associated with self-esteem. Simple slope analysis
revealed that when peer support and self-esteem
are stronger the adolescent becomes resilient at a
higher level than adolescents with lower levels of
social support from peers. Lan and Wang (2019)
state that when adolescents are positively
supported by their friends and peers, they turn to
be resilient and develop a positive self-esteem
leading to healthy psychosocial wellbeing. On the
other hand, adolescents that does not belong to a
social network that they are loved and accepted,
their self-esteem is low and went faced with life
challenges, it is easy for them to give up on life
because they do not have a confidant to push and
support them and make them know that they are
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able to handle the challenges life throws at them
thus negatively affecting their psychosocial
behavior.
According to Hay (2005) peers and friends are very
important source of social support as it is assumed
that peers are important factors in adolescent
deviant hehaviour. During the adolescent stage,
children seek to move attention outside the home
especially when relationships with family
members are less influential because the child is
considered to be big to handle certain issues on
their own; friends at this level become a strong
support system. According to Youniss and Smollar
(1985) peer relations has an important role to play
in enabling social integration within a social group
and for better socialization in their environment.
Adolescent friends especially those that are
emotionally strong are more than a socializing
force for the child, they provide an important
context for learning, socialization and integration
within a social network.
METHODOLOGY
The research does adopt mixed methods with a
concurrent nested research design. That is because
the data collected were both quantitative and
qualitative at the same time or parallel within the
same study. The accessible population was made
up of 36 guidance counsellors, 50 discipline
masters/mistress and 16540 students from 5
Subdivisions in Mezam Division. The sample of this
study was made up of 20 guidance counsellors, 25
disciplinary masters/mistress and 533 students
selected from Form three, Four and lower sixth of
16 secondary schools in 5 Subdivision in Mezam
Division.
Purposive sampling technique was used in
selecting the different school types (confessional,
lay-private, and public schools and classes (form
three, form four and lower sixth). These classes
were purposively selected for the study because
they are transitional classes where most of the
adolescents were found.
The instrument use for data collection were
questionnaire and open group discussion for
students while interview guide was used to collect
information from the discipline masters/mistress
and guidance counsellors. The instrument for data
collection was validated considering the construct,
content and face validity, and the reliability. A pilot
study was carried out on 20 adolescents in
Bamenda to check the reliability and suitability of
the instruments. Statistical reliability results
showed that internal consistency for the students
was satisfactory with the coefficient value of 0.819
above the recommended threshold.
The quantitative data were analyzed using the
descriptive and inferential statistical tools. The
descriptive statistical tools used are frequency
count, percentages, mean, standard deviation and
multiple responses set which aimed at calculating
the summary of findings for each variable for a
quick comprehension of the overall findings. To
test the hypotheses of the study, the Spearman’s
rho test was used because the data for the
variables were not approximately normally
distributed based on the statistics of the test of
normality assumption trend of the data.
On the other hand, qualitative data were analyzed
using the thematic analysis approach with the aid
of themes, and quotations. The themes refer to
umbrella words which capture the main idea of the
participants’ statements, and the quotations are
the direct words from the participants while
quotations are the direct words from the
participants.
FINDINGS
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Figure 1:
Peer support from the perspective of students
In overall, 72.3% of students accepted to receive
peer support in different ways while 27.7% do not.
The overall mean value of 2.93 on a scale of 1-4
below 3.0 implies that peer support receive by the
students is not high. Furthermore, the relatively
low standard deviation value of 0.979 signifies that
the students do not differ that much in their
responses by demographic data.
Table 1:
Comparing students’ peer support by demographic information
Demographic variables
Peer support
Total based
on total
response
Test
(Cramer’s V)
Strongly
Agree
and
Agree
Disagree/
Strongly
disagree
Gender
Male
N
1113
497
1610
Cramer’s V
= 0.065
p-
value= 0.265
%
69.1%
30.9%
Female
N
2742
978
3720
%
73.7%
26.3%
Age range
12-14
N
1655
605
2260
Cramer’s V
= 0.011
p-
value= 0.381
%
73.2%
26.8%
15-17
N
1794
726
2520
%
71.2%
28.8%
18-20
N
406
144
550
%
73.8%
26.2%
Religion
Christians
N
3510
1370
4880
Cramer’s V
= 0.041
p-
value= 0.388
%
71.9%
28.1%
Muslim
N
333
97
430
%
77.4%
22.6%
Others
N
12
8
20
%
60.0%
40.0%
Class
Form four
N
2604
956
3560
Cramer’s V
= 0.009
p-
value= 0.709
%
73.1%
26.9%
Form five
N
752
308
1060
%
70.9%
29.1%
Lower sixth
N
499
211
710
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%
70.3%
29.7%
School type
Lay private
N
1223
477
1700
Cramer’s V
= 0.008
p-
value= 0.711
%
71.9%
28.1%
Public
N
1926
694
2620
%
73.5%
26.5%
Confessional
N
706
304
1010
%
69.9%
30.1%
Comparing students’ peer support by demographic
information, findings showed that the students do
not
significantly
differ
by
demographic
information by gender, age range, class, religion
and school type (p-values > 0.05). In other words,
irrespective of gender, age range, class, religion
and school type, an almost equal proportion of
students do receive peer support although some
noticeable difference was observed with gender
and religion. By gender, female receive slightly
more than male, and by religion, Muslim receives
peer support more, followed by Christians and
lastly others.
Table 2:
Focus group discussion with students on peer support
Questions
Themes
Quotations
Are your peer(s)
supportive toward
your wellbeing?
Support well-
being
“Yes”
No support for
well-being
“No”
Are your friends
making you to be
free from
punishment or
they are instead
making you to be
punished? How
and why?
Involve in
trouble
“They do put me in trouble”
“They always make noise in class and I sometimes join
them”
“They do put me in trouble”
Dress better
“They help me to dress better in school”
“They help me to dress better in school”
Academic
assistance
“They always tech me”.
“They sometimes teach me”
“Help me do assignments”
“They assist me always in my assignments to avoid being
into trouble”
Guidance
“No they instead help me when I am wrong”
“They always make sure I stay in the right track”
“No they instead help me when I am wrong”
Seriousness
with study
“They always remind me to do assignments”
“I always study to avoid punishment “
“They always remind me to do assignments”
Avoid
punishment
“They make me to be free from punishments”
“We always try as much as possible to avoid
punishments”
“We always try as much as possible to avoid
punishments”
“My friends help me stay away from punishments”
“My friends help me stay away from punishments”
“Yes, they do help me to be free from punishment”
“They tell me to stop making noise when I am in class”
“They make me to be free from punishments”
What are some of
the things that
your friends use
to do to prevent
you from falling
Study together
“We always learn together and share ideas”
“We always learn together and share ideas”
“We often study together”
“Studying together and helping one another in areas of
difficulties”
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into problems
“They make sure we effectively study together”.
Advising
“They help me with important advises”
“Help me stay away from punishment”
“Advising me”
“By making me stay away from bad advice”
“They help me with good advice”.
“They teach me to properly use my time”
“They help me with important advises”
“We avoid the wearing of short skirts and improper
dressing We always avoid making noise in class”
Time
management
“They teach me to properly use my time”
‘They advise me not to waste my time”
“They help me to better manage my time”
“Time management is one of the things my friends has
helped me”
Enhance study
focus
“They make me feel occupied with studies”
“They make me feel occupied with studies”
Academic
assistance
“They help me with assignments”
‘Teaching me”
“They guide me in my assignments”
“They teach me when I have academic difficulties”
Punctuality
“They help tell me to come to school early”
“They make sure I regularly attend classes”
“They remind me constantly on the need to come to
school early”.
Respecting
rules
“We always respect the school rules and regulations”
“They help me to make sure I respect the schools rules
and regulations”
“They guide me to always respect school rules”
In addition to the quantitative data from the
students, focus group discussion with them also
showed that some of them have friends who are
supportive to their well-being while some do not.
It was equally realized that some of them students
reported to have friends that instead makes them
to fall into troubles as depicted in the statements
“They always make noise in c
lass and I sometimes
join them”, “They do put me in trouble”. On the
other hand, some of the students said their friends
instead help them to avoid punishment as depicted
“We always try as much as possible to avoid
punishments”, “We always try as much as p
ossible
to avoid punishments”.
Furthermore, some said their friends remind them
to dress well in the right school outfits as narrated
“They help me to dress better in school”. Also,
some of the students said their friends offer them
academic assistance as
narrated “Help me do
assignments”, “They assist me always in my
assignments to avoid being into trouble”.
Furthermore, some of the students opined that
their friends help them to take their study serious
as narrated “They always remind me to do
assignment
s”. Furthermore, some students said
they do receive guidance and advice from their
friends as narrated in the statements “They always
make sure I stay in the right track”, “No they
instead help me when I am wrong”, “They help me
with important advises”. In
addition, some of the
students said they have friends which they study
together and share ideas as narrated in the
statements “We always learn together and share
ideas” “Studying together and helping one another
in areas of difficulties”.
To elucidate, some of the students said their
friends have help them to properly manage their
time as narrated “Time management is one of the
things my friends has helped me”. Also, some said
their friends have enhanced their focus on study as
depicted in
the statement “They make me feel
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occupied with studies”. Finally, some of the
students opined that their friends has helped them
to respect school rules and regulations and coming
to school regularly as narrated in the statements
“They help me to make sure
I respect the schools
rules and regulations”, “They remind me
constantly on the need to come to school early”.
Table 3: Influence of peer support on adolescent deviant behaviour
Peer
support
Adolescent deviant
behaviour
Spearman's rho
Correlation Coefficient
(R-value)
1
-.237
**
Sig. (
p
-value)
.
.000
N
533
533
**. Correlation is significant at the 0.01 level (2-tailed).
Statistically, findings showed that peers support
do have a significant influence on adolescent
deviant behaviour (R-value = -0.237**, p-value
0.000< 0.05). The negativity of the correlation
value implies that adequate corrective peer
support will help reduce deviant behaviours
whereas; inadequate peer support will not help.
DISCUSSION
Findings showed that peer support significantly
influences adolescent deviant behaviour. This in
congruence with Harris (2002) and Rowe (1994)
as they maintained that peer groups have an even
stronger influence than that of parents in
adolescent’s deviant behaviour, although the peer
group serves as a barometer for children
examining themselves and their feelings about self
and family. The peer group also influences
developm
ents of students’ socializing skills in
school. They learn from peers how to cooperate
and socialize according to group norms and group-
sanctioned modes of behavioural extreme position
has been refuted by other researchers (Berk,
2005). As such, they learn from peers how to
cooperate and socialize according to group norms
and group-sanctioned modes of behaviour.
Findings from students revealed that their friends
always encourage them in school making them not
to involve in deviant behaviour. Students opined
that their friends always support them in conflict
management and help them to obey school rules
and regulations. This is like Warburton and
Highfield (2012) as they argued that having a peer
group is very important as they can support in
decision making and conflict resolution. According
to them having a group of friends will help
individuals to feel belong, have increased self-
worth, and feel more secure.
Findings revealed that friends always encourage
them to stay away from sexual relationships. Some
of the students said their friends instead help them
to avoid punishment. This is in line with Harris,
(1998) who argued that peer group can influence
on campus influences what the students’ values,
knows, wears, eats, and learns. The extent of this
influence, however, depends on other situational
constraints, such as the age and personality of
children and the nature of the group. Some of the
students reported that their friends make them to
have positive feeling toward school and make them
not to fall into troubles such noise making and late
coming to school. This is similar to the research of
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Dornbusch, Erickson, Laird, and Wong (2001)
which shows that adolescents with positive
feelings toward their school are less likely to be
deviant. When parents do not have a strong bond
with their child and do not teach them pro-social
values, the adolescent has difficulties in school.
These difficulties lead to rejection by conventional
peers, and they drift into association with deviant
peers.
CONCLUSION
The findings of the study indicated that students
enjoy adequate peer support which prevent them
from some deviant behaviours. Further analysis
showed that peer support has a significant
influence on adolescent deviant behaviour in
Mezam Division, Northwest Region of Cameroon.
This inverse relationship indicates that as peer
support increases, there is a corresponding
decrease in deviant behavior among adolescents.
This finding has important implications for
educational practice and policy, suggesting that
fostering positive peer relationships and support
systems within schools could serve as an effective
strategy for reducing behavioral problems among
adolescent students.
The findings highlight the crucial role that peer
relationships play in shaping adolescent behavior
within the educational context. The findings
emphasize the importance of creating and
maintaining supportive peer environments in
secondary schools as a preventive measure against
deviant behavior. This understanding can inform
the development of targeted interventions and
programs that leverage peer support systems to
promote positive behavioral outcomes among
adolescent students.
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