The influence of peer pressure on adolescents’ aggressive behavior in secondary schools in Arusha district, Tanzania

The study examined the influence of peer pressure on adolescents’ aggressive behaviors in secondary schools in Arusha District, Tanzania. Specifically, the study examined the effects of peer pressure, determined the strategies for coping or managing peer pressure, and examined the relationship between peer pressure and aggressive behavior in adolescents in secondary schools. Furthermore, the study examined the predictors of aggressive behaviors in adolescents in secondary schools. The study employed cross-sectional survey design in which questionnaires for peer pressure and aggressive behavior were employed. Three hundred ninety-four respondents (male 45.7%, female 54.3%) from a total population of 2,477 form two, three and four students drawn from four public secondary schools with age range of 13-21 years old (mean= 17.0, SD= 2.03) were randomly selected. The data analysis involved descriptive statistics, correlational and regression analysis. The findings indicated that, practicing undesirable risk behaviors had a strong effect on peer pressure. In addition, the findings revealed positive role models, adults' guidance, avoiding bad companion, and assertive skills as ways of coping and managing with peer pressure in secondary schools. Also, it was found that ‘everyone does’ variable of peer pressure is a strong predictor and has asigniflcant relationship with pressure for acceptance a variable of aggressive behavior. As 32% of all aggressive behaviors happening in secondary schools in Arusha emanate from peer pressure, it is recommended that teacher counselors should prepare special training to all students on the use of peer education, which will help some peers to help other peers who engaged in aggressive events. Also, teachers and school counselors in particular, should help students to formulate after class peer- clubs which facilitates the provision of education on causes of peer pressure and aggressive behaviors and ways of coping or managing effects of negative peer pressure through role play and sociodrama in order to resolve problems of aggressive behaviors in secondary schools in Tanzania. Furthermore, it is recommended that the future research should investigate the relationship between cultures, socioeconomic status, and aggressive behavior to in school and out school adolescents to the same area by using mixed method approach.