EXAMINING THE IMPACT OF PEER PRESSURE ON ACADEMIC PERFORMANCE AMONG HIGHER EDUCATION STUDENTS

Abstract

Peer influence plays a significant role in shaping student academic outcomes, yet limited research has comprehensively examined the differential effects of positive peer pressure, negative peer pressure, and social media peer influence on academic performance within the Malaysian higher education context. This study quantitatively investigates the impact of these three dimensions of peer pressure on the academic performance of students at a private university in Malaysia. Employing a cross-sectional survey design, a structured questionnaire was administered to 389 undergraduate students selected through stratified random sampling. Data were analysed using SPSS software, specifically multiple regression analysis, to examine the relationships between the predictor variables and academic performance, measured through academic motivation, study habits, and self-reported grade point average. The regression model demonstrated strong explanatory power, accounting for 78.5% of the variance in academic performance (R² = 0.785, F(3, 385) = 468.29, p < .001). Positive peer pressure emerged as the strongest predictor (β = 0.378, p < .001), indicating that encouragement and academic support from peers significantly enhance students' motivation and study habits, consistent with Social Learning Theory. Negative peer pressure also significantly predicted academic performance (β = 0.335, p < .001), suggesting that some students may channel adverse peer experiences into reactive motivation or competitive drive. Social media peer influence significantly predicted academic performance (β = 0.225, p < .001), reflecting the modern reality where digital platforms provide access to study resources, peer support networks, and collaborative learning opportunities. The study concludes that peer dynamics are a multifaceted force in higher education, with positive interactions fostering academic success, while negative and digital pressures yield complex effects depending on individual resilience and motivation. These findings provide actionable evidence for university policymakers, educators, and counsellors to implement targeted peer-mentoring programs and social media literacy workshops that optimize peer influence for enhanced student academic success in Malaysia.