The Effects of Social Influence To Adolescent Development

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
MAGPAPALAYOK NATIONAL HIGH SCHOOL
VILLAROMAN STREET, MAGPAPALAYOC, SAN LEONARDO NUEVA ECIJA
THE EFFECTS OF SOCIAL INFLUENCE TO ADOLESCENT DEVELOPMENT OF
SENIOR HIGH SCHOOL STUDENTS IN MAGPAPALAYOK
NATIONAL HIGH SCHOOL
In partial fulfillment of the requirements in the subject Work Immersion/Research
Jiro P. Garcia
Dustine Kim A. Hementera
Jerick Andrei R. Gamboa
Joan DG. Barella
Mina Agela V. Hementera
Reniel B. De Gala
Grade 12 GAS
MAY 2024
ACKNOWLEDGEMENTS
The researchers would like to express their sincere gratitude to the following individuals
and groups who have contributed to the success of this study:
First and foremost, to Almighty God, for giving us wisdom, strength, and guidance
throughout the research process and giving us perseverance from the start up to the end of this
research journey.
To our parents and guardians, who extends their unconditional love, support, and
encouragement in pursuing our academic goals.
To Mrs. Ana Marie C. Madria, our research adviser, for her expertise, dedication, and
patience in mentoring us and helping us improve our research skills.
And lastly, to the respondents of the study, for their cooperation and participation in
answering the survey questionnaire and sharing their opinions and experiences.
THE RESEARCHERS
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DEDICATION
The researchers would like to dedicate this study to the following:
To the Almighty God, for giving them the wisdom, strength, and perseverance to carry
out this study and to overcome the challenges and difficulties they encountered along the way.
To their parents/guardians, for their unconditional love, encouragement and financial
assistance that enabled them to pursue their education and this research project.
To the faculty of Magpapalayok National High School, for providing them with the
necessary facilities, resources, and support to conduct this study.
And finally, to the students who served as respondents of the study, for their cooperation
and participation in answering the questionnaire. Their responses were essential in generating the
data and findings of this study.
THE RESEARCHERS
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ABSTRACT
This study aimed to determine the effects of social influence on the adolescent
development of senior high school students at Magpapalayok National High School. This
research utilized a descriptive design and used survey questionnaires as research instruments to
assess social influences affecting adolescent development. Through this study, researchers found
out that most of the adolescents affected by social influence in terms of their development were
aged 17–18 years old, and most of the respondents are women because they are more likely to be
influenced by social groups. The highest source of influence affecting adolescent development
comes from their family, as family is the first group that an adolescent has in life. Peer influence
was also one source of influence for an adolescent because, as they navigated society, they
continually connected with other people with the same interests. The highest form of social
influence affecting adolescent development was obedience social influence, which shows that
most adolescents obey and listen to those who are higher by them, which shows developing their
moral values in life. This study also shows that adolescents at this stage are dependent on what
surrounds them, as these social groups provide influence that affects adolescents' perspectives on
life and patterns of living.
Keywords: social influence, adolescent development, family, and peer influence, obedience
social influence.
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TABLE OF CONTENTS
Title Page ...........................................................................................................................i

Acknowledgements............................................................................................................ii
Dedication...........................................................................................................................iii
Abstract..............................................................................................................................iv
Table of Contents...............................................................................................................v
List of Tables......................................................................................................................viii
List of Figures....................................................................................................................ix
Chapter I. Problem and Its Background

Introduction....................................................................................................................1
Review of Related Literature..........................................................................................3
Theoretical Framework...................................................................................................6
Conceptual Framework...................................................................................................8
Statement of the Problem...............................................................................................10
Scope and Delimitations.................................................................................................11
Significance of the Study................................................................................................12
Definition of Terms.........................................................................................................13
Chapter II. Methodology

Research Design.............................................................................................................14
Research Locale..............................................................................................................15
v
Sample and Sampling.....................................................................................................16

Instrumentation...............................................................................................................18
Research Ethics...............................................................................................................19
Data Gathering Procedure .............................................................................................20
Statistical Analysis..........................................................................................................20
Chapter III. Results and Discussion

A. Profile of the Respondents
Age.............................................................................................................................23
Sex.............................................................................................................................24
B. Adolescent Development Affected by Social Environment
Family Influence........................................................................................................25
Peer Influence............................................................................................................26
Neighborhood Influence ...........................................................................................27
C. Social Influence affects Adolescent Development
Informational Social Influence...................................................................................28
Normative Social Influence........................................................................................29
Conformity Social Influence......................................................................................30
Compliance Social Influence......................................................................................31
Obedience Social Influence........................................................................................32
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Chapter IV. Summary, Conclusion, and Recommendations

Summary of findings......................................................................................................33
Conclusion......................................................................................................................34
Recommendations .........................................................................................................35
References...........................................................................................................................37
Appendices
Appendix A. Questionnaire.............................................................................................39
Appendix B. Letter to Conduct.......................................................................................43
Appendix C. Curriculum Vitae ......................................................................................44
vii
LIST OF TABLES
Table 1: Sample Size...........................................................................................................17
Table 2: Verbal Description of weighted mean values........................................................22
Table 3: Age........................................................................................................................23
Table 4: Sex ........................................................................................................................24
Table 5: Family Influence ..................................................................................................25
Table 6: Peer Influence ......................................................................................................26
Table 7: Neighborhood Influence ......................................................................................27
Table 8: Informational Social Influence ............................................................................28
Table 9: Normative Social Influence..................................................................................29
Table 10: Conformity Social Influence ..............................................................................30
Table 11: Compliance Social Influence .............................................................................31
Table 12: Obedience Social Influence ...............................................................................32
viii
LIST OF FIGURES
Figure 1. Research Paradigm..............................................................................................8
Figure 2. Map of Research Locale .....................................................................................15
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CHAPTER I
Problem and Its Background
Introduction
Adolescence is the exciting yet stressful time when a child transitions into adulthood. It is
a stage where a child enters a state of puberty, during which rapid changes and developments
take place. Children entering adolescence are going through changes in their bodies and brains.
These include physical, intellectual, psychological, and social changes, as well as the
development of their own moral compass. The changes are rapid and often take place at different
rates. It can be an exciting yet challenging time in the life of a teenager. Adolescence is the time
when a child becomes more independent and begins to explore their identity.
Brain development in adolescence is on a higher level than childhood. Children are only
able to think logically about the concrete, but adolescents move beyond these limits and can
think in terms of what might be true rather than just what they see as true. They can deal with
abstractions, assess hypotheses, and see infinite possibilities. At this stage of life, an adolescent
does not only learn intellectually but also socially by socializing, observing, and learning inside
and outside their homes. This means that factors such as family, peers, neighbors, and society
have a contribution to one's learning rather than solely from books (Professional, n.d.).
1
A person's surroundings can influence their daily lives, and according to Uslu (2023), as
children grow older, adolescents become dependent on what surrounds them. As they navigate
through society, they are constantly interacting with a lot of people. This can influence their
development and enhance their moral values in life, and learning in their environment and within
society is one of the sources of the adolescent's pattern of living.
Social influence influences youth when adolescents are exposed to the behaviors and
norms of others (i.e., mere exposure) and observe the positive outcomes others receive from such
behaviors (i.e., vicarious learning). Social influence examples at their root are how people might
behave depending on the social environment in which they are situated. An individual’s attitude
may change depending on the person’s inclination to adjust to a social group or stand out. A
personal belief and thought process can change, which affects a person’s adopted behavioral
patterns. Adolescents then internalize such social norms and model the behaviors in future
instances (Telzer et al., 2018).
According to McDonald et al. (2014), adolescents are not only influenced by a single
salient of a group but also by the norms of multiple groups. This includes their family, close
friends, out-group peers, and broader societal norms. A person learns from what surrounds them
and gains knowledge from what they observe. A particularly prominent example of this is when
an adolescent sees a behavior or practice in their surroundings—maybe it is positive or negative
2
behavior or practice—this kind of culture will be adapted by the adolescent. Moreover, society
plays a vital role in shaping adolescent behavioral patterns because the practices that they have in
a community will be adapted. Their shared actions can contribute to each other's development.
An example of this is when a person belongs to a community where negative practices are
prominent (i.e., drinking alcohol and playing the lottery). There is a high possibility that the
person will adapt to negative practices through social influences, and vice versa.
This study aims to determine the effects of social influence on adolescent development of
Senior high school students in Magpapalayok National High School. It employs descriptive
research design by defining how social influence affecting adolescent development and how
adolescent adapt to this.
Review of Related Literature
Social influence influences youth when adolescents are exposed to the behaviors and
norms of others and observe the positive outcomes others receive from such behaviors. Social
influence examples at their root are how people might behave depending on the social
environment in which they are situated. An individual’s attitude may change depending on the
person’s inclination to adjust to a social group or stand out. A personal belief and thought process
can change, which affects a person’s adopted behavioral patterns. Adolescents then internalize
such social norms and model the behaviors in future instances (Telzer et al., 2018).
3
According to the study, there are five examples of social influence: informational,
normative, conformity, compliance, and obedience. This shows and explains how an individual
adapts to their social environment. It also showed how an individual is driven by the influence of
others.
According to the study of Ciranka and Van Den Bos (2019b), it showed that social
influence had a significant effect on adolescents when it came to their decision-making, which
showed that in this area, adolescent cognitive development is affected because the social
environment affects the way an adolescent makes choices.
Social Influence on Adolescent
Melby (2017) he states that one parent or one sibling has also influence which reflects the
essence of the family systems model (Cox, 2015). The family is the first and primary social
group to which most individuals belong (Bahr et al., 2019), whereas friends become an
increasingly salient social identity during adolescence, a developmental period marked by a need
to belong and affiliate with peers (Crockett et al., 2018; Newman & Newman, 2017) Kroger,
2020; Furman & Buhrmester, 1992; Hart & Fegley, 2018). Importantly, the social environment
can activate certain identities and determine whether an individual will be influenced (Oakes,
2017).
4
Across development (e.g., from childhood to adolescence) and across contexts (e.g., at
school versus at home), different social identities (e.g., family versus peers) will be salient,
affecting whether group norms are strongly internalized and activated. Mothers, fathers, and
siblings can all contribute to adolescent psychosocial adjustment by providing supervision,
acceptance, and opportunities for autonomy (Kurdek & Fine, 2019). For example, high levels of
parental involvement and high levels of sibling companionship are associated with lower
substance use during adolescence (Samek, Rueter, Keyes, McGue, & Ianoco, 2015). In addition,
both observed parental support, and sibling-reported sibling relationship quality, positively
contribute to academic engagement during adolescence, and educational attainment in emerging
adulthood (Melby, Conger, Fang, Wickrama, & Conger, 2017). Peer and family influences have
been shown more consistently than any other factors to be primary causes of the onset of
smoking among adolescents (Flay et al. 2018). Media influences are also thought to be
important, although this has not been established empirically according to Lisa Jknoll (2018),
Adolescents have a greater likelihood of taking risks when they are with peers rather than
alone. the development of social influence on risk perception from late childhood through
adulthood. Adolescence is a period of life during which peers play a pivotal role in decision-
making. The narrative of social influence during adolescence often revolves around risky and
maladaptive decisions, like driving under the influence, and using illegal substances. However,
5
research has shown that social influence can lead to increased prosocial behaviors and a
reduction in risk taking. the social influence is central to models of adolescent substance use.
Nonetheless, researchers fail to delineate the various forms of social influence. A framework that
distinguishes between active (explicit drug offers) and passive (social modeling and
overestimation of friends' use) social pressure was tested. it is crucial to understand how peers
can promote these behaviors. There is consistent evidence that best friends influence prosocial
behaviors. In adolescent best friend dyads, a friend’s prosocial behavior is related to an
individual’s prosocial goal pursuit, which, in turn, is associated with an individual’s prosocial
behavior (e.g., cooperating, sharing, and helping) (Barry & Wentzel, 2017). These effects are
moderated by friendship characteristics, including friendship quality (Barry & Wentzel, 2017)
and closeness between friends.
Theoretical Framework
Social influence theory, by Herbert Kelman, is employed in this study. This explains that
an individual’s attitudes, beliefs, and subsequent actions or behaviors are influenced by those of
others who are the social influence source. There are five social influence examples:
informational, normative, conformity, compliance, and obedience. These social influences easily
demonstrate how surroundings drive humans and how to be aware of them. Informational social
influence comes from the desire to be correct based on information that someone else provides.
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A person's opinion adjusts to the way people think in the hopes of proper judgment; normative
social influence is when a person's desire to change because they want to be accepted or fit in;
conformity social influence is when individuals change their behavior or beliefs to be accepted,
impress, or gain a sense of acceptance; compliance social influence is when an individual
changes the way they behave and is usually seen when a friend asks you for a favor and you
agree; and lastly, obedience social influence is when a person changes their behavior because of
a peer or an equal. This social influence impacts adolescent development as a cause of this effect.
(5 Social Influence Examples and How They Affect Us Daily—the Strategic Marketing Group,
n.d.)
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Conceptual Framework
INPUT PROCESS OUTPUT
 Data collection of
(1) The Demographic student’s profile.
Profile of the
respondents in terms Determined effects of
 Administering
of their sex and age. questionnaire. Social Influence to
Adolescent
(2) Adolescent
development affected  Organizing Development of Senior
by social environment. students' answers High School Student in
Magpapalayok
(3) Social influence National High School.
affect adolescent  Statistical
development Treatment of Data
Figure 1. Research Paradigm
Figure 1 illustrates the intended research study’s flow. To gather necessary data, this
study used the demographic profile of the respondents; how adolescent development be affected
by social environment; and how social influence affects adolescent development.
8
To collect the data, the researchers conducted a survey among the selected respondents
using survey questionnaires through Google Forms, provided that informed consent was
procured. The research instrument included questions and/or statements that helped achieve the
study’s objectives.
The data were processed using necessary statistical tools for interpretation. After the
researchers were able to interpret the data, the study was able to determine the effects of social
influence to adolescent development of senior high school students on Magpapalayok National
High School.
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Statement of the Problem

This study aims to determine the effects of Social Influence in Adolescent Development of
Senior high school student in Magpapalayok National High School.
Specifically, it sought to answer the following questions:
1. How may the socio demographic profile of the students be described in terms of:
1.1 age; and
1.2 gender?
2. How may adolescent development can be affected in terms of their:
2.1 family;
2.2 peer; and
2.3 neighbors?
3. How may social influence affect adolescent development in terms of:
3.1 informational;
3.2 normative;
3.3 conformity;
3.4 compliance; and
3.5 obedience?
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Scope and Delimitations
The study focuses on the effects of social influence on adolescent development of senior
high school students in Magpapalayok National High School. The data collection will be
conducted with 129 randomly selected senior high school students at Magpapalayok National
High School A.Y. 2023-2024 that will represent the population.
The conduct of this study started in 3rd quarter and ended at 4th quarter of school year
2023- 2024.
This study will explore social influences on adolescent development and aim to
determine if social influence influences adolescent. Each of the respondents is given a
questionnaire to answer. The results of this study will be applicable only to the respondents and
will not be used as a measure of the effects of social influence on adolescent development of
students who do not belong to the population of this study. The main source of data will be a
questionnaire that is prepared by the researchers.
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Significance of the Study
The importance of this study stems from the absolute benefit it will bring to students,
parents, school / university institution, and the future researchers who are all concerned in
determining the effects of social influence on adolescent development.
Students. Adolescent themselves stand to benefit significantly from research in this area.
Understanding how social influence affect them which can lead to greater self-awareness and
resilience. They can learn strategies to navigate social challenges and maintain their own values.
Parents. This research will provide insights into social dynamics that adolescent is experiencing.
It can equip the parents with knowledge on how to communicate to their children about social
influences and provide appropriate support to help their children develop strong sense of self and
healthy social relationships.
School / University Institution. School and University Institution plays a pivotal role in
providing perspective to adolescent not just academically but also socially. This study aims to
reach school administrator to enhance school policies and programs that foster positive social
environment.
Future Researchers. This study provides avenues for exploration and understanding the effects
of social influence to adolescent development. It also provides perspective if how social
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influence significantly affecting one’s development mentally and socially. It also provides
necessary data that will help future researcher to use in their study.
Definition of Terms
This part of the paper will define terms that are used in this study for better
comprehension of the research. The definition of terms is stated in the operational definition,
which researchers define as the terms being used in this study.
Adolescent. A young person who is entering the state of adulthood. Person who is undergoing
changes and development in both physical and mental aspects.
Adolescent Development. This is a stage where an adolescent develops their physical and
mental being and learns many things that can help them navigate through life.
Behavior Pattern. It is a pattern of behavior that explains how a person behaves and shows
character.
Social Influence. Influence is provided by those who surround us. It comes from one's family,
peers, and neighbors. It is also a force that drives individuals to adapt and do the same things that
others do.
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CHAPTER II
Research Methodology
This chapter of the study is inclusive of the following: the research design, the discussion
on the selection of respondents, instrumentations, and statistical treatment used in gathering the
data.
Research Design
This study employed Descriptive design. According to Baraceros (2016), descriptive
research (also known as Ex Post Facto in Social Sciences) includes surveys and fact-finding
enquiries of different kinds. The major purpose of descriptive research is description of situation
as it exists at present.
The main characteristic of this method is that the researcher has no control over the
variables; he/she can only report what has happened or what is happening. In the conduct of this
study, the researchers’ role was to collect data from the participants and report the findings
objectively. One of the data collection techniques used in this study is the survey questionnaire,
which consists of statements that the participants will rate according to their opinions or
experiences. The researchers will not influence or modify the participants' ratings in any way but
will analyze them as they are.
Research Locale
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Figure 2. Research Locale
The research locale is at Magpapalayok National Highschool, since the researchers are
students of the aforesaid institution, hence, making the study feasible within the locale. The
research locale is located at Villaroman Street, Brgy. Magpapalayoc, San Leonardo, Nueva
Ecija.
Sample and Sampling Method
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The population of the study is the senior high school students of magpapalayok
national high school, including the students in Grades 11 and 12, in Technical and Vocational-
Livelihood (TVL), General Academic Strand (GAS), and Accountancy and Business
Management (ABM). The researchers used a simple random sampling technique. According
to Thomas (2022), a simple random sample is a randomly selected subset of a population. In
this sampling method, each member of the population has an exactly equal chance of being
selected. This method is the most straightforward of all the probability sampling methods
since it only involves a single random selection and requires a little advance knowledge about
the population. Because it uses randomization, any research performed on this sample should
have high internal and external validity and be at a lower risk for research biases like
sampling bias and selection bias. Through this, one must make sure to assign numerical labels
to all individuals in the population. This could be done by randomly picking numbers. After
assigning corresponding numerical labels to the respondents, the researchers randomly
selected them from the list of numbers.
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Table 1. Sample Size
RESPONDENTS POPULATION SIZE SAMPLE SIZE
General Academic Strand 89 60

(GAS)
Accountancy and Business 55 37

Management (ABM)
Technical and Vocational 47 31

Livelihood (TVL)
N = 191 n = 129
SLOVIN’S FORMULA
N
n=
1+ Ne ²
Where, e = 5% or 0.05
The target population in this study is only senior high school students in grades 11–12
from TVL, ABM, and GAS, from which the researcher wants to infer his or her findings from
the study. Accessible population is the part of the target population that the researcher can reach
out to investigate, wherein it is the total number of all the senior high school students. After
finding out the accessible population, a sample size is made to draw out the sample from it. The
17
N
researchers used Slovin’s Formula n= , where it is used to calculate the sample size (n),
1+ Ne ²
given the population size (N) and a margin of error (e). This method represents 95% accuracy;
thus, 5%, or 0.05, represents the margin of error. To get the sample size of every strand, the
RPS
researcher used x n to get number of respondents per strand.
N
Instrumentation
To provide and gather necessary information, the researchers made used of survey
questionnaires. According to S. McLeod (2018), a questionnaire is a research instrument
consisting of a series of questions for the purpose of gathering information from respondents.
A questionnaire provides relatively cheap, quick, and efficient way of obtaining large amount
of information from a large sample of people. Data can be collected relatively quickly because
the researchers would not need to be present when the questionnaire was completed. This is
useful for the large population when interviews would be impractical.
Its first seek to identify the demographic profile of the respondents in terms of their
age, gender, year level, and religion. The second part consist of questions pertains to know
how adolescent development can be affected in terms of their family, peer, and neighbor. The
last part consist of questions pertains to know if how social influence affect adolescent
18
development in terms of informational social influence, normative social influence,
conformity social influence, compliance social influence, and obedience social influence.
Research Ethics
Research participants should not be subjected to harm in any way whatsoever Bryman
and Bell (2007).
For the data. The researchers communicated with honesty and transparency; most
especially during evaluating and representation of data findings. Any biases and misleading
information shall be avoided. The researchers also ensure to maintain an adequate level of
confidentiality of research data.
For the participants. The researchers ensure respect for the dignity of its respondents.
The study also considers the privacy of the research participants. Prior to the study, full consent
will be obtained before conducting the research.
Before administering the research instruments, the respondents are fully informed about
the study and the questionnaire he/she is going to answer; in case the participant withdraws from
the study at his/her own will.
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Data Gathering Procedure
To collect the data necessary for the study, the researchers made sure to follow a series of
steps that are described below.
1. Provided that the research instrument/s were approved by instrument validators, and the
respondents agreed upon the terms of participating in the study, the survey questionnaires
were administered though google forms via messenger and other social media platform.
Neither personal information nor private data from the respondents were exploited.
2. After each of the respondents had finished answering the questionnaires, the researchers
collected raw data that were encoded in a spreadsheet software.
3. The obtained data were further analyzed using appropriate statistical tools.
Statistical Analysis
In the analysis of data, the following statistical tools were utilized.
1. Slovin’s Formula - This was used to determine how many respondents the researchers
would need to collect the data. The margins of error are taken using this statistical
procedure.
20
Formula:
N
N=
1+ Ne ²
Where:
N = Total Sample Size
e = Margin of Error
2. Likert’s Scale - a psychometric response scale that is typically used to rate one's level
of agreement with a statement or series of statements. Likert's scales employ a one-
dimensional (only measures one trait) non-comparative scaling technique. By using an
ordinal scale, respondents are asked to rate how much they agree with a statement.
3. Percentage frequency distribution-is a display of data that specifies the percentage of
observations that exists for each data point or grouping of data points. This was used to
express the relative frequency of survey responses and other data.
Formula:
f
%= x 100
N
Where:
% = Percentage
f = Frequency
N = Total number of respondents.
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4. Weighted Mean - is a technique to calculate the average of data; occasionally, the
distribution of a group of values will vary greatly. In this situation, weighted average
approach, rather than simple average, more accurately portrays the dispersion of values
where the frequency of the values is variable.
Formula:
x=
∑x
N
Where:
x = Mean
N = Total number of respondents.
5. Verbal Description
Range of Responses has the following verbal interpretation:
Table 2. Verbal Description of weighted mean values.
RANGE OF RESPONSES VERBAL INTERPRETATION
1.00 – 1.75 STRONGLY DISAGREE
1.76 – 2.50 DISAGREE
2.51 – 3.25 AGREE
3.26 – 4.00 STRONGLY AGREE
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CHAPTER III
Results and Discussion
This chapter presents the data collected from the respondents; the results of the survey
questionnaires were scrutinized in detail. The data collected from the respondents were presented
using tables, which can generate a clear understanding for this study.
1. Demographic Profile of the Respondents
1.1 Age
Table 3. Age
Age Frequency (f) Percentage (%)

15 – 16 years old 26 20.2%
17 – 18 years old 90 69.8%
19 years old and
13 10%
above
TOTAL 129 100%
The age distribution of the respondents is shown in Table 3. Most of the respondents are
17–18 years old, with a frequency of 90, which represents 69.8% of the total sample size, which
is more than half of the respondents. According to Uslu (2023), the average age range of
adolescents that are developing other aspects of life is 17–18 years old, which is a stage where
adolescents become more dependent on what surrounds them.
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1.2 Sex
Table 4. Sex
Sex Frequency (f) Percentage (%)

Male 55 42.6%
Female 74 57.4%
TOTAL 129 100%
Table 4 shows the demographic profile of the respondents according to their sex. Out of
the 129 respondents, 74 (57.4%) were female and 55 (42.6%) were male. The results showed that
female is more likely influenced by their social groups as female have more friends that male,
because of their ability to socialize with different kind of people. This was the same in the study
of McMillan et al. (2018), which suggests that girls are more likely to be influenced by social
groups.
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2. Adolescent Development affected by Social Environment
2.1 Family Influence

Table 5. Family Influence
Statement Weighted Mean Verbal Description
I obey my parents when they tell me
to accomplish my schoolwork and go 3.33 Strongly Agree
to school.
I consider my family’s advice,
especially when making life 3.32 Strongly Agree
decisions.
I do the same practices that my
family normally does (e.g. praying 3.18 Agree
before meals).
I obey my parents to quit negative
3.18 Agree
practices when they say they are bad.
I listen to what my parents tell me to
do and distance myself from bad 3.45 Strongly Agree
habits (e.g. procrastination)
OVERALL WEIGHTED MEAN 3.29 STRONGLY AGREE
One of the factors influencing adolescents' development in life was the influence of their
family. Table 5 shows that adolescents are more likely to listen to their parents to distance
themselves from bad habits, with the highest mean of 3.45. While doing the same practices that
an adolescents’ parent does and listening to their parent's advice to quit negative practices, both
have the lowest mean of 3.18. Overall, the results showed that family influence has a great effect
on adolescent development, with an overall weighted mean of 3.29. According to McDonald et
al. (2014), adolescents’ family is the first source of influence in their life when it comes to their
development.
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2.2 Peer Influence

Table 6. Peer Influence

I do the same thing that my friends told
me to do to fit in the group and to feel 2.67 Agree
like I belong.
I participate in my friends’ hobby and
hang out because, in this way, I feel 2.96 Agree
accepted.
I participate in class especially during
class discussion because my friends 3.26 Strongly Agree
encourage me to try and do my best.
I change my appearance or style that is
like my friends to fit in better with 2.54 Agree
them.
I think the same thing that my friends
2.89 Agree
talk about and adapt to their thoughts.
OVERALL WEIGHTED MEAN 2.89 AGREE
Other factors influencing adolescents' development in life were the influence of their
peers. Table 6 shows that adolescent peers can influence them to participate in academic
engagement positively by encouraging them, with the highest mean of 3.26, while changing
physical appearance to gain a sense of belongingness has the lowest mean of 2.54. This means
that adolescents tend to listen to their friends. This is the same in the study of Uzezi and Deya
(2017), which shows that peer group influence affects the performance of students that belong to
peer groups compared to those that do not belong to peer groups.
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2.3 Neighborhood Influence

I do the same thing as what I observe
in my surroundings or neighbor that 2.51 Agree
becomes my pattern of living
I pick the same work that is dominant
in our neighborhood because it can
2.51 Agree
easily help me to have work and gain
extra money
I do the same kind of entertainment in
my neighborhood that can help me to 2.64 Agree
lessen stress
I adapt to the pattern of living as my
2.72 Agree
surroundings do
I behave the same way that our
2.50 Disagree
neighborhood does
Table 7. Neighborhood Influence
The influence of neighborhood or what surrounds a person affects the development of an
adolescent. Table 7 shows that adolescent adapt the pattern of living of their neighborhood with
the highest scale of 2.72 which shows that adolescent develops in such way that affects their
pattern of living. Gaias et al. (2017) have found that neighborhood characteristics are associated
with adolescents' development which also found in this study.
27
3. Social Influence affects Adolescent Development
3.1 Informational Social Influence
Table 8. Informational Social Influence

I consider the lessons and advice that
other people give because I know that 3.15 Agree
they were right.
I consider my teachers guidance about
my performance and listen to their 3.36 Strongly Agree
suggestions.
I do what other people say, especially
3.12 Agree
when someone is professional in life.
I listen to my friend who are academic
achievers whenever they help me to do 3.18 Agree
my assignment or activity.
I consider my mentor opinions when
making decisions because I know that 3.16 Agree
they have more experience than me.
Considering lesson from other who is ahead of us can affect and influence adolescent
development which means informational social influence. Table 8 shows that most of the
adolescent listens to their teachers when it comes to guidance in academic with the highest mean
of 3.36. The results of this are the same in the study of Ozean (2021), stated that student’s
academic achievement is affected by the influence of teacher as they play as second parent at
28
school and as a mentor. While on the other hand, doing what other people says because they are
professional has the lowest mean with 3.12.
3.2 Normative Social Influence
Table 9. Normative Social Influence

I consider the perspectives of others
when making decisions and taking
2.98 Agree
actions to fit in social groups and gain
someone's acceptance.
I follow the behavior pattern of my
2.78 Agree
peers to avoid feeling left out.
I do the same thing that others do
because I worry about being judged by 2.58 Agree
them.
I change my behavior if I am in a
different social group with different 2.95 Agree
lifestyle.
I do the same thing that my friends do
to blend in social activities and gain 2.89 Agree
sense of acceptance.
One social influence that affects adolescents is normative social influence to gain a sense
of acceptance in a social group. Table 9 shows how adolescents are influenced by social groups
through normative social influence. Adolescents often change their behavior if they are in a
different social group to gain acceptance. While adolescents following the behavior pattern of
29
their peers to avoid being left out have the lowest mean (2.78). According to the study of Ciranka
and Van Den Bos (2019b), it showed that normative social influence had a significant effect on
adolescents when it came to their decision-making, which showed that in this area, adolescent
cognitive development is affected because the social environment affects the way an adolescent
makes choices.
3.3 Conformity Social Influence
Table 10. Conformity Social Influence

I adjust my behavior just to fit in with
3.02 Agree
the norms of a particular social group.
I pretend to agree with others even
2.58 Agree
when I don't agree or not understand.
I tend to go along with what others are
doing, even if I have a different 2.79 Agree
preference or opinion.
I accept other opinions or ideas even if
they’re different from my opinion and 3.12 Agree
idea to have new thought.
I tend to adopt the beliefs or values of
my social group or what surrounds me,
2.95 Agree
even if they differ from my own
perspective.
When individuals change their behavior or beliefs to be accepted, impress, or gain a sense of
acceptance, conformity social influence occurs. Table 10 shows that adolescents accept the
opinions and ideas of others, even if they are different from their own, to gain new ideas, with
30
the highest mean of 3.12. This was the same as the study of Knoll (2015), which stated that a
person considering other ideas or thoughts from others gives a sense of agreement and
belongingness. While pretending to agree with others even if they are not agreeing with the same
thought has the lowest mean of 2.58.
3.4 Compliance Social Influence
Table 11. Compliance Social Influence

I do things that my friends asked me to
2.77 Agree
do.
I help my classmates when they ask me
about their assignments or unfinished 3.23 Agree
activities.
I buy things because of the
encouragement and marketing of 2.93 Agree
salesperson to buy their products.
I help others when they ask me for
3.33 Strongly Agree
help.
I try to make new things because my
2.91 Agree
friend told me that it is fun to do.
Table 11 shows that adolescents tend to help others when they ask them for help, with the
highest mean of 3.33. While doing things that their friends ask them to do has the lowest mean of
2.77, This is different from the study of Barry & Wentzel (2017), which stated that adolescents
31
do the things that their friends ask them to do. On the other hand, it is like the result of the same
study, which stated that adolescents help other people when asking for help.
3.5 Obedience Social Influence
Table 12. Obedience Social Influence

I follow the advice of my parents in
3.30 Strongly Agree
my everyday life.
I follow my teachers’ instructions
3.37 Strongly Agree
when doing our activity.
I do the task that my leader in
3.40 Strongly Agree
Practical Research asks me to do.
I follow the advice that the elderly
teach to follow ethical practices and 3.33 Strongly Agree
have human morals.
I follow my teacher whenever they ask
3.41 Strongly Agree
me to do a favor.
OVERALL WEIGHTED MEAN 3.36 STRONGLY AGREE
Following and obeying someone is a form of social influence. Table 12 shows the result
of obedience social influence, stating that adolescents follow someone who is higher than them.
This result shows that following teachers has the highest mean of 3.41, and following family
advice has the lowest mean of 3.33. This is different from the study of McDonald et al. (2014),
which stated that adolescents obey their parents. On the other hand, results are the same in study
32
of McDonald et al. (2014) stated that adolescents follow instructions from their teachers and
mentors.
33
CHAPTER IV
Summary, Conclusions, & Recommendations
This chapter presents the summary of findings, conclusions and recommendations based
on the data analysis and discussion in the previous chapter. The main objective of this study was
to identify the effects of Social Influence to Adolescent Development of Senior High School
students in Magpapalayok National High School. The key findings, conclusions and
recommendations are summarized as follows:
Summary of Findings
The researchers primarily aimed to determine the effects of social influence on adolescent
development. This research utilized a descriptive design and used survey questionnaires as
research instruments to assess 129 senior high school students as the proposed respondents to
this study. The study was conducted at Magpapalayok National High School because the
respondents were students of the said institution.
Through this study, researchers found out that most of the adolescents affected by social
influence in terms of their development were aged 17–18 years old. This means that at this age,
many adolescents face different changes in their lives, not just physically but also in other
aspects of life. Results also showed that women are more likely to be influenced by social
34
groups, because women are more socially than men. Women tend to have different social groups
or friends than men because of their ability to blend with different social norms.
Meanwhile, the highest source of influence affecting adolescent development comes from
their family, as family is the first group that an adolescent has in life. From childhood up to the
transition to adulthood, children and adolescents are first exposed to the influence of their family.
Peer influence was also one other source of influence for an adolescent because, as they
navigated society and grew older, they continually connected with other people with the same
interests.
On the other hand, the highest form of social influence affecting adolescent development
was obedience social influence, which shows that most adolescents obey and listen to those who
are higher by them, which shows developing their moral values in life and learning to have
ethical learnings.
Lastly, results also show that adolescents at this stage are dependent on what surrounds
them, as these social groups provide influence that affects adolescents' perspectives on life and
patterns of living.
35
Conclusions
The following conclusions are based on the procured data by carrying out this study
which aimed on identifying the effects of Social Influence to Adolescent Development of Senior
High School Students in Magpapalayok National High School. The researchers therefore
conclude that:
1. The respondents are mostly 17–18 years old, as this is the stage at which most
adolescents develop in other aspects of life.
2. Family is the highest form of influence that is affecting adolescent development, as their
family provides necessary guidance.
3. Peer influence also affects adolescent development because, as children grow older, most
of their time is spent with their friends.
4. Neighborhood influence has the lowest probability of influencing an adolescent when it
comes to shaping their perception of life, but somehow an adolescent adapts in such ways
to the pattern of living in the community to which he or she belongs.
5. Adolescent development is affected by obedience social influence, which happens when
adolescents obey and listen to someone who is higher than them. Developing their morals
through submission is a sign of respect. This showed that adolescents developed in a
positive way.
36
Recommendations
Based on the findings of this research study, the following are hereby recommended by
the researchers:
1. The study found that most adolescents affected by social influence were in the age
range of 17–18 years old. In that case, future researchers should examine the proper
guidance that is appropriate for adolescents to secure their development positively.
2. The study also revealed that family is the most significant influence on adolescent
development. In that case, future researchers should examine the weight of family
support, involvement, and guidance for adolescents when it comes to their
development, where at this stage many changes occur not just in their physical body
but also in every aspect of life.
3. This study revealed that social influence provided by social groups that shape
adolescent perspectives and patterns of living has an impact on them and should be
monitored. In that case, positive or negative influences may take place, and
accountable people like parents, guardians, or teachers should focus on fostering and
orienting adolescents toward a positive way of living.
4. Obedience social influence is the highest form of social influence that affects
adolescents when it comes to their development through making choices and adapting
37
to things that somehow become their pattern of living. In that case, parents, guardians,
or teachers should give more focus to provide proper guidance to their children.
5. Future researchers should explore factors affecting adolescents when making
decisions that can affect their development in life. For instance, some possible factors
are what surrounds them. This study revealed that their family and peers are those
factors that can affect their development. This study could provide more insight into
how our surroundings affect our development without our noticing.
38
REFERENCES
5 Social influence examples and how they affect us daily – The Strategic Marketing Group.
(n.d.). https://thestrategicmarketinggroup.com/social-influence-examples/#:~:text=A
%20personal%20belief%20and%20thought,conformity%2C%20compliance%2C
%20and%20obedience.
Ciranka, S., & Van Den Bos, W. (2019). Social Influence in Adolescent Decision-Making: A
Formal framework. Frontiers in Psychology, 10.
https://doi.org/10.3389/fpsyg.2019.01915
Gaias, L. M., Johnson, S. L., White, R. M. B., Pettigrew, J., & Dumka, L. E. (2017).
Understanding School–Neighborhood Mesosystemic Effects on adolescent
Development. Adolescent Research Review, 3(3), 301–319.
https://doi.org/10.1007/s40894-017-0077-9
Knoll, L., Magis-Weinberg, L., Speekenbrink, M., & Blakemore, S. (2015). Social influence
on risk perception during adolescence. Psychological Science, 26(5), 583–592.
https://doi.org/10.1177/0956797615569578
McDonald, R. I., Fielding, K. S., & Louis, W. R. (2014). Energizing and De-Motivating
effects of Norm-Conflict. Personality and Social Psychology Bulletin, 39(1), 57–72.
https://doi.org/10.1177/0146167212464234
McMillan, C., Felmlee, D., & Osgood, D. W. (2018). Peer influence, friend selection, and
gender: How network processes shape adolescent smoking, drinking, and
delinquency. Social Networks, 55, 86–96.
https://doi.org/10.1016/j.socnet.2018.05.008
Professional, C. C. M. (n.d.). Adolescent Development. Cleveland Clinic.
https://my.clevelandclinic.org/health/articles/7060-adolescent-development
Social Influence Theory - IS theory. (n.d.).
https://is.theorizeit.org/wiki/Social_Influence_Theory#:~:text=The%20central
%20theme%20of%20social,compliance%2C%20identification%2C%20and
%20internalization.
39
Telzer, E. H., van Hoorn, J., Rogers, C. R., & Do, K. T. (2018). Social influence on Positive
Youth Development: A developmental neuroscience perspective. Advances in child
development and behavior.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6345387/#:~:text=Social
%20influence%20has%20an%20effect,the%20behaviors%20in%20future
%20instances
Telzer, E. H., Van Hoorn, J., Rogers, C. R., & Kathy, T. (2018). Social influence on Positive
Youth Development: A Developmental Neuroscience perspective. In Advances in
Child Development and Behavior (pp. 215–258).
https://doi.org/10.1016/bs.acdb.2017.10.003
Tucker CJ, & Updegraff K (2017). The relative contributions of parents and siblings to child
and adolescent development. In Kramer L & Conger KJ (Eds.), Siblings as Agents of
Socialization. New Directions in Child and Adolescent Development (pp. 13–28).
San Francisco, CA: Jossey-Bass; 10.1002/cd
Uslu, M. (2023). Relationship between degrees of self-esteem and peer pressure in high
school adolescents. International Journal of Academic Research Part B;
117122.Retrieved from: https://www.researchgate.net/publication/314524207
Uzezi, J. G., & Deya, G. D. (2017). Relationship between Peer Group Influence and
Students’ Academic Achievement in Chemistry at Secondary School Level. American
Journal of Educational Research, 5(4), 350–356. https://doi.org/10.12691/education-
5-4-2
40
APPENDICES
Appendix A. Questionnaire
NAME: _________________________
PART 1: PROFILE OF THE RESPONDENTS
Put a check in the box that best describes your answer.
1.1 AGE 1.2 SEX
( ) 15 – 16 Years Old ( ) Male
( ) 17 – 18 Years Old ( ) Female
( ) 19 and above
PART 2: ADOLESCENT DEVELOPMENT AFFECTED BY SOCIAL ENVIRONMENT.
Kindly check the number which corresponds to the extent of your agreement/disagreement with the given statement. Use the
following response mode:
4 - Strongly Agree
3 - Agree
2 – Disagree
1 - Strongly Disagree
2.1 FAMILY INFLUENCE
Strongly Agree Disagree Strongly

Agree Disagree
(4) (3) (2) (1)
1. I obey my parents when they tell me to
accomplish my schoolwork and go to school.
2. I consider my family’s advice, especially
when making life decisions.
3. I do the same practices that my family
normally does (e.g. praying before meals).
4. I obey my parents to quit negative practices
when they say they are bad.
5. I listen to what my parents tell me to do and
distance myself from bad habits (e.g.
procrastination)
41
2.2 PEER INFLUENCCE
Strongly Agree Disagree Strongly

Agree Disagree
(4) (3) (2) (1)
1. I do the same thing that my friends told me to
do to fit in the group and to feel like I belong.
2. I participate in my friends’ hobby and hang
out because, in this way, I feel accepted.
3. I participate in class especially during class
discussion because my friends encourage me
to try and do my best.
4. I change my appearance or style that is like
my friends to fit in better with them.
5. I think the same thing that my friends talk
about and adapt to their thoughts.
2.3 NEIGBORHOOD INFLUENCE
Agree Disagree Strongly

Strongly Agree
Disagree
(4)
(3) (2) (1)
1. I do the same thing as what I observe in my
surroundings or neighbor that becomes my
pattern of living (e.g., doing the same kind
of work, attending the same organization).
2. I pick the same work that is dominant in our
neighborhood because it can easily help me
to have work and gain extra money (e.g.,
pamimitas ng kalamansi, pagtitinda).
3. I do the same kind of entertainment in my
neighborhood that can help me to lessen
stress (e.g., playing mobile games that most
people in the neighborhood do, playing the
lottery)
4. I adapt to the pattern of living as my
surroundings do (e.g., waking up early,
going to bed early).
5. I behave the same way that our
neighborhood does (e.g., shouting,
participating in chitchats, 'chismis').
42
Part 3: SOCIAL INFLUENCE AFFECTS ADOLESCENT DEVELOPMENT
3.1 INFORMATIONAL SOCIAL INFLUENCE

Strongly Agree
Disagree
(4)
(3) (2) (1)
1. I consider the lessons and advice that other
people give because I know that they were
right.
2. I consider my teachers guidance about my
performance and listen to their suggestions.
3. I do what other people say, especially when
someone is professional in life.
4. I listen to my friend who are academic
achievers whenever they help me to do my
assignment or activity.
5. I consider my mentor opinions when making
decisions because I know that they have
more experience than me.
3.2 NORMATIVE SOCIAL INFLUENCE

Strongly Agree
Disagree
(4)
(3) (2) (1)
1. I consider the perspectives of others when
making decisions and taking actions to fit in
social groups and gain someone's
acceptance.
2. I follow the behavior pattern of my peers to
avoid feeling left out.
3. I do the same thing that others do because I
worry about being judged by them.
4. I change my behavior if I am in a different
social group with different lifestyle.
5. I do the same thing that my friends do to
blend in social activities and gain sense of
acceptance.
43
3.3 CONFORMITY SOCIAL INFLUENCE

Strongly Agree
Disagree
(4)
(3) (2) (1)
1.I adjust my behavior just to fit in with the
norms of a particular social group.
2. I pretend to agree with others even when I
don't agree or not understand.
3. I tend to go along with what others are
doing, even if I have a different preference
or opinion.
4. I accept other opinions or ideas even if
they’re different from my opinion and idea
to have new thought.
5. I tend to adopt the beliefs or values of my
social group or what surrounds me, even if
they differ from my own perspective.
3.4 COMPLIANCE SOCIAL INFLUENCE

Strongly Agree
Disagree
(4)
(3) (2) (1)
1. I do things that my friends asked me to do.
2. I help my classmates when they ask me
about their assignments or unfinished
activities.
3. I buy things because of the encouragement
and marketing of salesperson to buy their
products.
4. I help others when they ask me for help.
5. I try to make new things because my friend
told me that it is fun to do.
3.5 OBEDIENCE SOCIAL INFLUENCE

Strongly Agree
Disagree
(4)
(3) (2) (1)
1. I follow the advice of my parents in my
everyday life.
2. I follow my teachers’ instructions when
doing our activity.
3. I do the task that my leader in Practical
Research asks me to do.
4. I follow the advice that the elderly teach to
follow ethical practices and have human
morals.
5. I follow my teacher whenever they ask me
to do a favor.
44
Appendix B. Letter to Conduct
45
Appendix C. Curriculum Vitae
CURRICULUM VITAE
Personal Profile
Name: Jiro P. Garcia
Birth date: August 17, 2004

Birthplace: Gonzales Hospital, Cabanatuan
City, N.E.
Address: Magpapalayok, San Leonardo,
Nueva Ecija
Religion: Born Again Christian
Mother: Gloria P. Garcia
Father: Erwin J. Garcia
Contact no.: 0935-155-4143

E-mail Address: panahonjiro@gmail.com
EDUCATIONAL BACKGROUND
Elementary: C.I Villaroman Elementary School
Magpapalayoc, San Leonardo, Nueva Ecija
Secondary: Magpapalayok National High School

Strand: General Academic Strand
46
Personal Profile
Name: Jerick Andrei R.Gamboa
Birth date: July 30, 2005
Birthplace: PJG Hospital, Cabanatuan

City, N.E.
Address: San Leonardo

Nueva Ecija
Religion: Roman Catholic
Mother: Lhoida R. Gamboa
Father: Danilo Z. Gamboa
Contact no. : 09669109842
E-mail Address: gamboajerick187@gmail.com
Elementary: C.I villaroman street, Elementary School
San Leonardo, Nueva Ecija
Secondary: Magpapalayoc,National High School
San Leonardo, Nueva Ecija
Strand: General, Academic, Strand
47
Personal Profile
Name: Joan D. Barela
Birth date: December 26,2005
Birthplace: Tambo Adorable, San Leonardo N.E
Address: Tamabo Adorable, San Leonardo,Nueva Ecija
Religion: Iglesia Ni Cristo
Mother: Divina Barela
Father: Rex Barela
Contact no.: 09304705865
E-mail Address: Barelajoan286@gmail.com
48
Personal Profile
Name: Mina Angela V. Hementera
Birth date: November 4, 2005
Birthplace: Magpapalayoc, San Leonardo,Nueva Ecija
Address: Magpapalayoc, San Leonardo,Nueva Ecija
Religion: Catholic
Mother: Yolanda Hementera
Father: Edgar Hementera
Contact no: 09975106179
49
Personal Profile
Name: Reniel B. Degala
Birth date: November 20, 2005
Birthplace: Tambo Adorable, San Leonardo,Nueva Ecija
Address: Tambo Adorable, San Leonardo,Nueva Ecija
Religion: Iglesia Ni Cristo
Mother: Marites Degala
Father: Reynaldo Degala
Contact no: 09852867346
50

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Republic of the Philippines

THE EFFECTS OF SOCIAL INFLUENCE TO ADOLESCENT DEVELOPMENT OF

SENIOR HIGH SCHOOL STUDENTS IN MAGPAPALAYOK

NATIONAL HIGH SCHOOL

In partial fulfillment of the requirements in the subject Work Immersion/Research

and groups who have contributed to the success of this study:

encouragement in pursuing our academic goals.

patience in mentoring us and helping us improve our research skills.

The researchers would like to dedicate this study to the following:

To their parents/guardians, for their unconditional love, encouragement and financial

necessary facilities, resources, and support to conduct this study.

data and findings of this study.

life and patterns of living.

Title Page ...........................................................................................................................i

Chapter I. Problem and Its Background

Chapter II. Methodology

Sample and Sampling.....................................................................................................16

Chapter III. Results and Discussion

Chapter IV. Summary, Conclusion, and Recommendations

Problem and Its Background

society is one of the sources of the adolescent's pattern of living.

instances (Telzer et al., 2018).

an adolescent sees a behavior or practice in their surroundings—maybe it is positive or negative

adolescent adapt to this.

Review of Related Literature

environment affects the way an adolescent makes choices.

Social Influence on Adolescent

siblings can all contribute to adolescent psychosocial adjustment by providing supervision,

contribute to academic engagement during adolescence, and educational attainment in emerging

behaviors. In adolescent best friend dyads, a friend’s prosocial behavior is related to an

and closeness between friends.

impress, or gain a sense of acceptance; compliance social influence is when an individual

INPUT PROCESS OUTPUT

Figure 1. Research Paradigm

by social environment; and how social influence affects adolescent development.

influence to adolescent development of senior high school students on Magpapalayok National

Statement of the Problem

Senior high school student in Magpapalayok National High School.

Specifically, it sought to answer the following questions:

1.1 age; and

2. How may adolescent development can be affected in terms of their:

2.2 peer; and

3. How may social influence affect adolescent development in terms of:

3.4 compliance; and

Scope and Delimitations

High School A.Y. 2023-2024 that will represent the population.

determine if social influence influences adolescent. Each of the respondents is given a

questionnaire that is prepared by the researchers.

Significance of the Study

determining the effects of social influence on adolescent development.

healthy social relationships.

of social influence to adolescent development. It also provides perspective if how social

which researchers define as the terms being used in this study.

changes and development in both physical and mental aspects.

This study employed Descriptive design. According to Baraceros (2016), descriptive

will analyze them as they are.

Figure 2. Research Locale

Sample and Sampling Method

to Thomas (2022), a simple random sample is a randomly selected subset of a population. In