Peer Influence Factors and Academic Motivation among Adolescents in Public Secondary Schools in Osogbo, Osun State

Abstract

Academic motivation is a key determinant of students’ learning outcomes, and peers play a critical role in shaping adolescents’ attitudes towards schooling. While positive peer influence can enhance motivation through support, academic norms, and constructive pressure, excessive engagement in non-academic social activities may hinder academic performance. Understanding the interplay between peer academic norms, peer support for schooling, peer academic pressure, and frequency of peer social activities is essential for improving educational interventions in public secondary schools. A descriptive survey design was employed to examine 262 secondary school students randomly selected from three Local Government Areas in Osogbo, Osun State. Standardized instruments, including the Peer Academic Influence Scale (Ryan & Deci, 2017) and Academic Motivation Scale (Vallerand et al., 1992), were used to measure independent and dependent variables. Data were analysed using Pearson correlation, multiple regression, and standardised beta coefficients to determine the relationships, joint, and relative contributions of peer influence variables to academic motivation. The findings revealed significant positive correlations between peer academic norms (r = 0.48, p < 0.01), peer support for schooling (r = 0.52, p < 0.01), and peer academic pressure (r = 0.35, p < 0.01) with academic motivation. Frequency of peer social activities showed a significant negative correlation (r = -0.22, p < 0.05). Multiple regression analysis indicated that the four peer variables jointly accounted for 47% of the variance in academic motivation (R² = 0.47, F(4, 257) = 56.3, p < 0.001). Relative contributions were strongest for peer support for schooling (β = 0.34) and peer academic norms (β = 0.29), followed by peer academic pressure (β = 0.18), while frequency of peer social activities contributed negatively (β = -0.15). Peer influence is a significant predictor of academic motivation among adolescents, with supportive and academically oriented peers enhancing motivation and unstructured social activities diminishing it. Schools should implement peer mentoring programmes, foster positive academic norms, and guide students in balancing social and academic engagements. Counsellors can facilitate interventions that leverage positive peer influence, mitigate negative peer pressure, and encourage constructive peer interactions. Future research could examine digital peer networks, longitudinal effects, and other moderating factors influencing academic motivation.