Peer Culture, Conformity Pressure and Adolescent Aggression in Some Public Secondary Schools in the North West and Center Regions of Cameroon.

Abstract

Adolescents in Cameroonian public secondary schools increasingly exhibit aggressive behaviours that deviate from expected social norms. This study examined how peer culture, alongside psychosocial determinants including shifts in parental role, quality of parental nurturing, peer influence, and conformity pressure shapes the social learning of aggression among adolescents. The study was guided by Erikson’s psychosocial development theory, Bandura’s social learning theory, and Maslow’s hierarchy of needs. A concurrent mixed-method research design was employed, collecting quantitative data from 435 Form Three and Four students using questionnaires and qualitative data from 100 parents through structured interviews. Findings revealed that 58.0% of students displayed various aggressive behaviours, 60.8% were significantly influenced by peers, 68.0% conformed to peer norms, 35.8% experienced shifts in parental roles, and 30.3% reported inadequate parental nurturing. Regression analyses indicated that peer influence and conformity pressure significantly increased adolescents’ aggressive behaviours, while improved parental nurturing decreased them. The study highlights that peer culture plays a central role in socializing adolescents toward aggression, particularly when parental support is limited. Recommendations include fostering positive peer interactions, strengthening parental engagement, and restructuring school disciplinary systems to prevent and manage adolescent aggression effectively.