PEER PRESSURE ON FEMALE ADULT ENGLISH LANGUAGE LEARNERS ACADEMIC PERFORMANCE APPLICATION OF DIJKS SOCIOCOGNITIVE MODEL

http://dx.doi.org/10.31703/gsr.2023(VIII-II).04      10.31703/gsr.2023(VIII-II).04      Published : Jun 2023
Authored by : FatimaAhmed , TayybaIrfan , MuhammadSabboor Hussain

04 Pages : 30-37

References

  • Berndt, T. J., & Ladd, G. W. (Eds.). (1989). Peer relationships in child development. John Wiley & Sons.
  • Boehnke, K. (2007). Peer pressure: a cause of scholastic underachievement? A cross-cultural study of mathematical achievement among German, Canadian, and Israeli middle school students. Social Psychology of Education, 11(2), 149–160. https://doi.org/10.1007/s11218- 007-9041-z.
  • Cowden, P. (2010). Communication and conflict: anxiety and learning. Research in Higher Education Journal, 19(9), 1–9. https://www.aabri.com/manuscripts/10517.pdf
  • De Giorgi, G., Pellizzari, M., & Redaelli, S. (2010). Identification of Social Interactions through Partially Overlapping Peer Groups. American Economic Journal: Applied Economics, 2(2), 241– 275. https://doi.org/10.1257/app.2.2.241.
  • Ezzarrouki, A. (2016). Peer influence on academic performance in a collectivistic culture. Educational & social psychology. http://www.enews.ma/en/wpcontent/uploads/ 2016/11/Paper-Ezzarrouki-Peer- Influence- Final Draft.pdf.
  • Freed, B. (Ed.). (1995). Second language acquisition in a study abroad context. Amsterdam: John Benjamins Publishing
  • Gibbons, P. (2003). Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom. TESOL Quarterly, 37(2), 247–273. https://doi.org/10.2307/3588504
  • Ginsburg, G. S., La Greca, A. M., & Silverman, W. K. (1998). Social anxiety in children with anxiety disorders: Relation with social and emotional functioning. Journal of Abnormal Child Psychology, 26(3), 175– 185. https://doi.org/10.1023/A:102266810104 8
  • Grunspan, D. Z., Wiggins, B. L., & Goodreau, S. M. (2014). Understanding Classrooms through Social Network Analysis: A Primer for Social Network Analysis in Education Research. CBE life sciences education, 13(2), 167–179. https://doi.org/10.1187/cbe.13-08-0162
  • Gyollai, D. (2020). The sociocognitive approach in critical discourse studies and the phenomenological sociology of knowledge: intersections. Phenomenology and the Cognitive Sciences, 21, 539–558. https://doi.org/10.1007/s11097-020-09704-z.
  • Kadir, H., & Salija, K. (2018). The Influence of Peer Groups on Students’ Anxiety in EFL Learning. ELT WORLDWIDE, 5(1), 54–63. https://doi.org/10.26858/eltww.v5i1.5771
  • HORWITZ, E. K., HORWITZ, M. B., & COPE, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540- 4781.1986.tb05256.x
  • Huebner, E. S. (1995). The Students’ Life Satisfaction Scale: An assessment of psychometric properties with black and white elementary school students. Social Indicators Research, 34(3), 315–323. https://doi.org/10.1007/bf01078690.
  • Lashbrook, J. T. (2000). Fitting in: exploring the emotional dimension of adolescent peer pressure. Adolescence, 35(140), 747–757. https://pubmed.ncbi.nlm.nih.gov/11214212/.
  • Leka, I. (2015). The impact of peer relations in the academic process among adolescents. Mediterranean Journal of Social Sciences, 6(1). https://doi.org/10.5901/mjss.2015.v6n1s1p12 7.
  • Mcintosh, J., Macdonald, F., & Mckeganey, N. (2003). The Initial Use of Drugs in a Sample of Pre-teenage Schoolchildren: The Role of Choice, Pressure and Influence. Drugs: Education, Prevention and Policy, 10(2), 147– 158. https://doi.org/10.1080/09687630210000610 92
  • Olalekan, A. B. (2016). Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State). Global Journal of Human-Social Science Research, 16(4), 35. https://socialscienceresearch.org/index.php/GJ HSS/article/view/1826.
  • Pellegrino Aveni, V. (2005). References. In Study Abroad and Second Language Use: Constructing the Self (pp. 177-184). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511620584 .011.
  • Santor, D. A., Messervey, D., & Kusumakar, V. (2000). Measuring Peer Pressure, Popularity, and Conformity in Adolescent Boys and Girls: Predicting School Performance, Sexual Attitudes, and Substance Abuse. Journal of Youth and Adolescence, 29(2), 163–182. https://doi.org/10.1023/a:1005152515264.
  • Savin-Williams, R. C., & Berndt, T. J. (1990). Friendship and peer relations. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 277-307). Cambridge, MA: Harvard University Press.
  • Sotinis, R., Mirco, J., & Michael, D. (2013). Truancy and Dropouts. Rescue Publication.
  • Tan, D., & Kinginger, C. (2013). Exploring the potential of high school homestays as a context for local engagement and negotiation of difference: Americans in China. In Kinginger, C. (Ed.), Social and Cultural Aspects of Language Learning in Study Abroad (155–177). Amsterdam/Philadelphia: John Benjamins Publishing
  • Urberg, K. A., Luo, Q., Pilgrim, C., & Degirmencioglu, S. M. (2003). A two-stage model of peer influence in adolescent substance use: individual and relationship- specific differences in susceptibility to influence. Addictive Behaviors, 28(7), 1243– 1256. https://doi.org/10.1016/s0306- 4603(02)00256-3.
  • Van Dijk, T. A. (2006). Discourse and manipulation. Discourse & Society, 17(3), 359– 383. https://doi.org/10.1177/0957926506060250.
  • Young, J. E. (1990). Cognitive therapy for personality disorders: A schema-focused approach. Professional Resource Exchange, Inc.
  • Zhang, H. (2010).Peer effects on student achievement: an instrumental variable approach Using School transition data. Department of Economics the Chinese University of Hong Kong. http://www.wise.xmu.edu.cn/Labor2010/Files /Labor2010_HongliangZhang_Papr.pdf
  • Zubaidah, S., & MN, A. (2015). Poor peer support as a predictive factor towards depression among adolescents. Medicine & Health, 10(1), 48-57.
  • Berndt, T. J., & Ladd, G. W. (Eds.). (1989). Peer relationships in child development. John Wiley & Sons.
  • Boehnke, K. (2007). Peer pressure: a cause of scholastic underachievement? A cross-cultural study of mathematical achievement among German, Canadian, and Israeli middle school students. Social Psychology of Education, 11(2), 149–160. https://doi.org/10.1007/s11218- 007-9041-z.
  • Cowden, P. (2010). Communication and conflict: anxiety and learning. Research in Higher Education Journal, 19(9), 1–9. https://www.aabri.com/manuscripts/10517.pdf
  • De Giorgi, G., Pellizzari, M., & Redaelli, S. (2010). Identification of Social Interactions through Partially Overlapping Peer Groups. American Economic Journal: Applied Economics, 2(2), 241– 275. https://doi.org/10.1257/app.2.2.241.
  • Ezzarrouki, A. (2016). Peer influence on academic performance in a collectivistic culture. Educational & social psychology. http://www.enews.ma/en/wpcontent/uploads/ 2016/11/Paper-Ezzarrouki-Peer- Influence- Final Draft.pdf.
  • Freed, B. (Ed.). (1995). Second language acquisition in a study abroad context. Amsterdam: John Benjamins Publishing
  • Gibbons, P. (2003). Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom. TESOL Quarterly, 37(2), 247–273. https://doi.org/10.2307/3588504
  • Ginsburg, G. S., La Greca, A. M., & Silverman, W. K. (1998). Social anxiety in children with anxiety disorders: Relation with social and emotional functioning. Journal of Abnormal Child Psychology, 26(3), 175– 185. https://doi.org/10.1023/A:102266810104 8
  • Grunspan, D. Z., Wiggins, B. L., & Goodreau, S. M. (2014). Understanding Classrooms through Social Network Analysis: A Primer for Social Network Analysis in Education Research. CBE life sciences education, 13(2), 167–179. https://doi.org/10.1187/cbe.13-08-0162
  • Gyollai, D. (2020). The sociocognitive approach in critical discourse studies and the phenomenological sociology of knowledge: intersections. Phenomenology and the Cognitive Sciences, 21, 539–558. https://doi.org/10.1007/s11097-020-09704-z.
  • Kadir, H., & Salija, K. (2018). The Influence of Peer Groups on Students’ Anxiety in EFL Learning. ELT WORLDWIDE, 5(1), 54–63. https://doi.org/10.26858/eltww.v5i1.5771
  • HORWITZ, E. K., HORWITZ, M. B., & COPE, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540- 4781.1986.tb05256.x
  • Huebner, E. S. (1995). The Students’ Life Satisfaction Scale: An assessment of psychometric properties with black and white elementary school students. Social Indicators Research, 34(3), 315–323. https://doi.org/10.1007/bf01078690.
  • Lashbrook, J. T. (2000). Fitting in: exploring the emotional dimension of adolescent peer pressure. Adolescence, 35(140), 747–757. https://pubmed.ncbi.nlm.nih.gov/11214212/.
  • Leka, I. (2015). The impact of peer relations in the academic process among adolescents. Mediterranean Journal of Social Sciences, 6(1). https://doi.org/10.5901/mjss.2015.v6n1s1p12 7.
  • Mcintosh, J., Macdonald, F., & Mckeganey, N. (2003). The Initial Use of Drugs in a Sample of Pre-teenage Schoolchildren: The Role of Choice, Pressure and Influence. Drugs: Education, Prevention and Policy, 10(2), 147– 158. https://doi.org/10.1080/09687630210000610 92
  • Olalekan, A. B. (2016). Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State). Global Journal of Human-Social Science Research, 16(4), 35. https://socialscienceresearch.org/index.php/GJ HSS/article/view/1826.
  • Pellegrino Aveni, V. (2005). References. In Study Abroad and Second Language Use: Constructing the Self (pp. 177-184). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511620584 .011.
  • Santor, D. A., Messervey, D., & Kusumakar, V. (2000). Measuring Peer Pressure, Popularity, and Conformity in Adolescent Boys and Girls: Predicting School Performance, Sexual Attitudes, and Substance Abuse. Journal of Youth and Adolescence, 29(2), 163–182. https://doi.org/10.1023/a:1005152515264.
  • Savin-Williams, R. C., & Berndt, T. J. (1990). Friendship and peer relations. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 277-307). Cambridge, MA: Harvard University Press.
  • Sotinis, R., Mirco, J., & Michael, D. (2013). Truancy and Dropouts. Rescue Publication.
  • Tan, D., & Kinginger, C. (2013). Exploring the potential of high school homestays as a context for local engagement and negotiation of difference: Americans in China. In Kinginger, C. (Ed.), Social and Cultural Aspects of Language Learning in Study Abroad (155–177). Amsterdam/Philadelphia: John Benjamins Publishing
  • Urberg, K. A., Luo, Q., Pilgrim, C., & Degirmencioglu, S. M. (2003). A two-stage model of peer influence in adolescent substance use: individual and relationship- specific differences in susceptibility to influence. Addictive Behaviors, 28(7), 1243– 1256. https://doi.org/10.1016/s0306- 4603(02)00256-3.
  • Van Dijk, T. A. (2006). Discourse and manipulation. Discourse & Society, 17(3), 359– 383. https://doi.org/10.1177/0957926506060250.
  • Young, J. E. (1990). Cognitive therapy for personality disorders: A schema-focused approach. Professional Resource Exchange, Inc.
  • Zhang, H. (2010).Peer effects on student achievement: an instrumental variable approach Using School transition data. Department of Economics the Chinese University of Hong Kong. http://www.wise.xmu.edu.cn/Labor2010/Files /Labor2010_HongliangZhang_Papr.pdf
  • Zubaidah, S., & MN, A. (2015). Poor peer support as a predictive factor towards depression among adolescents. Medicine & Health, 10(1), 48-57.

Cite this article

    APA : Ahmed, F., Irfan, T., & Hussain, M. S. (2023). Peer Pressure on Female Adult English Language Learners' Academic Performance: Application of Dijk's Socio-Cognitive Model. Global Sociological Review, VIII(II), 30-37. https://doi.org/10.31703/gsr.2023(VIII-II).04
    CHICAGO : Ahmed, Fatima, Tayyba Irfan, and Muhammad Sabboor Hussain. 2023. "Peer Pressure on Female Adult English Language Learners' Academic Performance: Application of Dijk's Socio-Cognitive Model." Global Sociological Review, VIII (II): 30-37 doi: 10.31703/gsr.2023(VIII-II).04
    HARVARD : AHMED, F., IRFAN, T. & HUSSAIN, M. S. 2023. Peer Pressure on Female Adult English Language Learners' Academic Performance: Application of Dijk's Socio-Cognitive Model. Global Sociological Review, VIII, 30-37.
    MHRA : Ahmed, Fatima, Tayyba Irfan, and Muhammad Sabboor Hussain. 2023. "Peer Pressure on Female Adult English Language Learners' Academic Performance: Application of Dijk's Socio-Cognitive Model." Global Sociological Review, VIII: 30-37
    MLA : Ahmed, Fatima, Tayyba Irfan, and Muhammad Sabboor Hussain. "Peer Pressure on Female Adult English Language Learners' Academic Performance: Application of Dijk's Socio-Cognitive Model." Global Sociological Review, VIII.II (2023): 30-37 Print.
    OXFORD : Ahmed, Fatima, Irfan, Tayyba, and Hussain, Muhammad Sabboor (2023), "Peer Pressure on Female Adult English Language Learners' Academic Performance: Application of Dijk's Socio-Cognitive Model", Global Sociological Review, VIII (II), 30-37
    TURABIAN : Ahmed, Fatima, Tayyba Irfan, and Muhammad Sabboor Hussain. "Peer Pressure on Female Adult English Language Learners' Academic Performance: Application of Dijk's Socio-Cognitive Model." Global Sociological Review VIII, no. II (2023): 30-37. https://doi.org/10.31703/gsr.2023(VIII-II).04