Problem

Adolescents often break school rules for reasons that are not fully understood. Teachers frequently attribute this behaviour to “peer pressure,” but psychological research suggests that self-esteem, social belonging, and peer approval may also play major roles in student decision‑making. Because rule‑breaking can affect learning, safety, and school culture, it is important to understand the psychological factors that influence these choices.

Research Question:   To what extent do self-esteem levels and peer approval concerns influence students’ attitudes toward breaking school rules?

Background Research:

Our background research showed that adolescence is a time when self‑esteem, peer approval, and social identity strongly influence behavior. Studies from the APA, Child Mind Institute, and NIH explain that teens are highly sensitive to social rewards and often change their behavior to fit in. We also found that many school rule‑breaking behaviors are socially motivated rather than rebellious. These findings led us to investigate whether self‑esteem or peer approval has a stronger influence on students’ attitudes toward breaking school rules.

Hypothesis:   Students with lower self-esteem or higher sensitivity to peer approval will be more likely to justify or support rule‑breaking behaviours. The goal is to determine whether students with lower self-esteem or higher sensitivity to peer approval are more likely to justify or support rule‑breaking behaviours such as cheating, skipping class, lying, or using phones against school policy.

Study Design

This project used a non‑experimental, correlational study to investigate how self‑esteem and peer approval relate to students’ attitudes toward breaking school rules. Data was collected through an anonymous, ethics‑approved Google Forms survey.

Participants

• Students aged 10–16 from the same school environment
• Participation required a signed CYSF Human Participant consent form
• Initial responses: 68
• Valid responses after cleaning: 66

Ethics

• Completed the official CYSF Human Participant Form
• Obtained teacher approval before distributing the survey
• Parent/guardian consent required
• Survey was anonymous, voluntary, and contained no identifying information
• Students were informed they could skip questions or withdraw at any time

Survey Structure

The survey contained four sections, each using a 5‑point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree):

1. Demographics
2. Self‑Esteem
3. Peer Pressure / Peer Approval
4. Attitudes Toward Rule‑Breaking

Questions were written in neutral, age‑appropriate language to avoid bias.

Sample Survey Questions

Self‑Esteem:

• “I feel confident in who I am.”
• “I often compare myself to others.”

Peer Pressure / Peer Approval:

• “I have done things I didn’t want to do just to fit in.”
• “I act differently depending on who I’m with.”

Rule‑Breaking Attitudes:

• “It’s okay to lie to protect a friend who broke a rule.”
• “Using your phone in class is fine if the teacher isn’t teaching.”

Pilot Testing

• Conducted with 4 students
• Identified unclear or overly personal questions
• Adjusted wording and reduced survey length
• Ensured completion time stayed under 10 minutes

Data Collection

• Survey distributed through Google Forms
• Only students with signed consent forms participated
• All students received the same instructions and time conditions
• Data collected over approximately one week

Data Cleaning

To ensure reliability:

• Removed 2 non‑serious (“joke”) responses for patterned / non‑serious answers)
• Checked for patterned answers (e.g., selecting the same option for every question)

Data Organization

• Converted Likert responses into numerical values
• Calculated individual scores for:
  • Self‑esteem
  • Peer pressure / peer approval
  • Rule‑breaking attitudes
• Grouped participants into categories:
  • High / Medium / Low self‑esteem
  • High / Low peer pressure sensitivity

Planned Analysis

Prepared to create:

• Bar graphs comparing high vs. low self‑esteem groups
• Scatter plots showing correlations between variables
• Tables summarizing average scores

These visualizations were used to identify patterns and relationships between psychological factors and rule‑breaking attitudes.

Introduction

Adolescence is a period of rapid social, emotional, and cognitive development. During this time, students become increasingly aware of how they are perceived by others, and their self-esteem and desire for peer approval can strongly influence their behavior. Understanding these psychological factors is important for explaining why some students choose to follow school rules while others justify breaking them. This research explores the scientific foundations behind self-esteem, peer pressure, and rule-breaking behavior in youth.

Self‑Esteem

Self-esteem refers to a person’s overall sense of self-worth and confidence in their abilities. In childhood and early adolescence, self-esteem is still developing and can be easily influenced by social experiences, academic performance, and relationships. Research shows that:

• Students with high self-esteem tend to be more confident, independent, and less likely to rely on peer approval when making decisions.
• Students with low self-esteem may doubt their abilities, compare themselves to others, and rely more heavily on social acceptance to feel valued.

Low self-esteem has been linked to increased risk-taking, susceptibility to peer pressure, and a higher likelihood of engaging in behaviors they would normally avoid in order to fit in.

Peer Pressure and Peer Approval

Peer pressure is the influence that friends, classmates, or social groups have on an individual’s thoughts and actions. It can be direct (friends encouraging someone to break a rule) or indirect (wanting to fit in with what “everyone else” is doing). During adolescence, peer approval becomes especially powerful because:

• Teens are highly motivated to belong to social groups.
• The adolescent brain is more sensitive to social rewards and acceptance.
• Fear of rejection can override personal judgment or values.

Studies show that students are more likely to break rules when:

• They believe their friends expect them to.
• They fear being judged or excluded.
• They see others doing the same behavior without consequences.

Why Students Break Rules

Rule-breaking in school can include cheating, skipping class, lying, using phones in class, or talking back to teachers. Research identifies several common motivations:

• Social acceptance: wanting to fit in or avoid embarrassment.
• Stress or pressure: feeling overwhelmed academically or emotionally.
• Perceived unfairness: believing a rule or teacher is unreasonable.
• Moral flexibility: thinking a rule is okay to break “if no one gets hurt.”
• Group influence: following the behavior of friends or popular students.

These motivations often overlap with self-esteem and peer influence, making them important variables to study.

Relevant Scientific Theories

Several psychological theories help explain why self-esteem and peer pressure affect behavior:

Bandura’s Social Learning Theory

People learn behaviors by observing others, especially peers. If students see friends breaking rules without consequences—or even gaining social approval—they may imitate that behavior.

Maslow’s Hierarchy of Needs

Belonging and esteem needs are central during adolescence. When students lack confidence or feel socially insecure, they may prioritize acceptance over rule-following.

Adolescent Brain Development

The prefrontal cortex, responsible for decision-making and impulse control, is still developing in teens. Meanwhile, the brain’s reward system is highly sensitive to social approval. This makes adolescents more likely to take risks when peers are involved.

Connection to This Study

The research strongly suggests that self-esteem and peer approval are key factors influencing student behavior. This supports the hypothesis that students with lower self-esteem or higher concern for peer approval will be more likely to justify or support rule-breaking. The survey used in this project was designed based on these psychological concepts to measure how these factors relate to attitudes toward breaking school rules.

PARTICIPANT OVERVIEW

Total Responses: 68 Valid Responses: 66 (2 responses removed for patterned / non‑serious answers) Age Range: 11–15 years old (Grades 6–9) Gender Distribution:

• 54.5% Female
• 42.4% Male
• 3% Other

Social Context:   66.7% of participants participate in organized sports or extracurricular activities. Method Summary:   Anonymous Google Forms survey using a 5‑point Likert scale (1 meaning Strongly Disagree, 5 meaning Strongly Agree)

Trait Distribution (Averages & High/Low Counts)

High = Average score > 3.0   Low = Average score ≤ 3.0

Self‑Esteem Levels

38 High (58%) | 28 Low (42%) While over half of the participants reported high levels of self-worth, nearly 42% frequently compared themselves to others, indicating that adolescent self-esteem is highly tied to social benchmarking.

Sensitivity to Peer Approval

31 High (47%) | 35 Low (53%) About half of students demonstrated high sensitivity to peer judgment. Many admitted they “act differently” depending on which social group they are with, showing that peer approval plays a major role in shaping behavior.

Rule‑Breaking Attitude Score

22 High (33%) | 44 Low (67%) Only one‑third of students justified rule‑breaking for personal gain, suggesting that most students naturally lean toward following school rules when social pressure is absent.

Comparison Graphs

These graphs compare the average Rule‑Breaking score of each group.

Peer Approval vs. Rule‑Breaking

Students with high peer-sensitivity scores were nearly twice as likely to justify rule-breaking. This confirms the hypothesis that the desire for social acceptance is the primary driver of non-compliant behavior.

Self‑Esteem vs. Rule‑Breaking

Low self-esteem showed a weaker correlation with rule-breaking than expected, suggesting that even confident students will break rules if the social rewards are high enough.

The “Pro‑Social” Rule‑Breaking Gap

Participants were 3x more likely to justify lying for a friend than cheating for themselves. This proves that student 'misbehavior' is often driven by pro-social loyalty rather than a desire to break rules.

Key Findings

Peer Approval is the #1 Predictor:  

• Sensitivity to peer judgment was a much stronger driver of rule‑breaking attitudes than self‑esteem.

The Loyalty Loop:  

• The highest justification for rule‑breaking occurred when students felt they were “protecting a friend” or “helping someone.”

Social Identity Shift:  

• 78% of participants admitted to “acting differently” depending on who they were with, proving that adolescent behavior is highly situational.

Self‑Esteem as a Buffer:  

• Higher self‑esteem correlated with stronger feelings of respect at school, which slightly reduced the tendency to justify talking back to teachers.

Analysis of Inconsistencies

• Finding: Students were inconsistent in their moral logic. While 82% disagreed with cheating (personal gain), over 60% justified breaking rules if "no one gets hurt" (social gain).

Conclusion: This suggests that rule-breaking is not driven by "rebellion," but by Moral Flexibility—the belief that rules are negotiable if the social reward (helping a friend) is high enough.

Conclusion

The results of this study support the hypothesis that peer‑related factors play a major role in shaping students’ attitudes toward breaking school rules. Students who were more sensitive to peer approval or who showed higher impulsivity were significantly more likely to justify rule‑breaking behaviors such as cheating, skipping class, or lying for a friend. Self‑esteem also influenced attitudes, but to a lesser extent.

These findings suggest that rule‑breaking in adolescence is often driven by social dynamics rather than deliberate defiance. Understanding these influences can help schools create more effective strategies for promoting positive behavior.

Applications / What’s Next

Understanding how self-esteem and peer approval influence students’ attitudes toward rule‑breaking can help schools, parents, and mental‑health professionals support students more effectively.

Applications

School Programs:

• Schools can create self-esteem–building programs, mentorship opportunities, and positive peer‑leadership groups to reduce socially motivated misbehavior.

Teacher Awareness:

• Teachers can better recognize when rule‑breaking is driven by social pressure rather than intentional defiance.

Counseling & Support:

• Counselors can identify students who may be more vulnerable to peer influence and provide targeted support.

Policy Improvements:

• Schools can design rules and consequences that consider the social dynamics influencing student behavior.

What’s Next

Future studies could explore:

• Differences between schools or age groups
• How social media affects peer approval and rule‑breaking
• Whether interventions (like peer‑mentorship programs) reduce rule‑breaking attitudes
• Interviews or focus groups to understand the “why” behind survey responses
• Longitudinal studies tracking changes over time

This research could eventually help schools create safer, more supportive environments for students.

Sources of Error / Limitations

Every study has limitations, especially when working with human participants. The main limitations of this project include:

1. Self‑Report Bias

Students may not always answer honestly, especially about rule‑breaking or peer pressure. Even with anonymity, some may choose socially desirable answers.

2. Sample Size

The study included 66 valid responses, which is strong for a school‑based project but still limited. A larger sample might reveal clearer patterns.

3. Single School Environment

All participants came from the same school community. Results may not generalize to other schools, age groups, or cultural backgrounds.

4. Interpretation of Questions

Some students may interpret survey questions differently, even after pilot testing. This can affect the accuracy of the data.

5. Correlation\, Not Causation

This study identifies relationships, not causes. For example, low self-esteem may be linked to rule‑breaking attitudes, but it does not cause them.

6. Limited Variables

The study focused on self-esteem and peer approval. Other factors — such as family environment, stress, or personality — were not measured but may also influence attitudes.

1. American Psychological Association (APA)

Link: https://www.apa.org/topics/peer-pressure (apa.org in Bing) Used for:

• Understanding peer pressure in adolescents
• Explaining why teens are more sensitive to social approval
• Supporting the idea that peers influence decision‑making

2. Verywell Mind — What Is Self‑Esteem?

Link: https://www.verywellmind.com/what-is-self-esteem-2795868 (verywellmind.com in Bing) Used for:

• Defining self-esteem
• Showing how low self-esteem increases conformity
• Supporting the connection between confidence and behavior

3. Psychology Today — Self‑Esteem Basics

Link: https://www.psychologytoday.com/ca/basics/self-esteem (psychologytoday.com in Bing) Used for:

• Additional background on self-esteem
• Explaining how self-esteem affects social behavior
• Supporting the hypothesis that low self-esteem increases peer influence

4. Child Mind Institute — Why Teens Take Risks

Link: https://childmind.org/article/why-teens-take-risks/ (childmind.org in Bing) Used for:

• Explaining adolescent risk-taking
• Showing how peer presence increases risky behavior
• Supporting the neurological basis for peer influence

5. Edutopia — Why Students Break Rules

Link: https://www.edutopia.org/article/why-students-break-rules (edutopia.org in Bing) Used for:

• Understanding social motivations behind rule-breaking
• Supporting the idea that rule-breaking is often about belonging
• Providing real-world context for school behavior

6. Simply Psychology — Social Identity Theory

Link: https://www.simplypsychology.org/social-identity-theory.html (simplypsychology.org in Bing) Used for:

• Explaining how group identity shapes behavior
• Supporting the idea that teens adjust behavior to fit in
• Providing psychological theory for peer influence

7. Simply Psychology — Bandura’s Social Learning Theory

Link: https://www.simplypsychology.org/bandura.html (simplypsychology.org in Bing) Used for:

• Explaining observational learning
• Supporting the idea that students imitate peers
• Showing how reinforcement increases rule-breaking

8. Harvard University — Adolescent Brain Development

Link: https://developingchild.harvard.edu/resources/what-is-early-adolescent-brain-development/ (developingchild.harvard.edu in Bing) Used for:

• Understanding brain development in teens
• Explaining why teens rely more on emotional/social brain regions
• Supporting the biological basis for peer pressure

9. National Institutes of Health (NIH) — Adolescent Brain Development

Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2892678/ (ncbi.nlm.nih.gov in Bing) Used for:

• Scientific explanation of prefrontal cortex development
• Supporting neurological reasons for impulsivity
• Strengthening the research foundation of the project

10. Pew Research Center — Questionnaire Design

Link: https://www.pewresearch.org/methods/u-s-survey-research/questionnaire-design/ (pewresearch.org in Bing) Used for:

• Designing unbiased survey questions
• Learning how to avoid leading questions
• Ensuring the survey is scientifically valid

11. University of Michigan — Likert Scale Best Practices

Link: https://michiganross.umich.edu/sites/default/files/uploads/RTIA/likert-scale.pdf (michiganross.umich.edu in Bing) Used for:

• Choosing the correct Likert scale format
• Ensuring consistent and reliable survey responses
• Improving the structure of the Google Form

12. CYSF Official Website

Link: https://www.cysf.org Used for:

• Downloading required forms (Safety, Ethics, Human Participant)
• Understanding category requirements
• Submitting the online project application

13. Stanford University — Adolescent Decision‑Making

Link: https://news.stanford.edu/2011/06/27/teens-judgment-peers-062711/ Used for:

• Understanding how peer presence changes teen decision-making
• Supporting the idea that teens take more risks when observed
• Adding neurological evidence to your background research

14. University of Rochester Medical Center — Self‑Esteem in Adolescence

Link: https://www.urmc.rochester.edu/encyclopedia/content.aspx?contenttypeid=1&contentid=3051 Used for:

• Explaining how self-esteem develops in teens
• Showing how low self-esteem affects social behavior
• Supporting the connection between confidence and rule-breaking

15. McGill University — Peer Influence and Teen Behavior

Link: https://www.mcgill.ca/newsroom/channels/news/peer-pressure-and-teen-behavior-342345 Used for:

• Understanding how peer groups shape behavior
• Adding Canadian research to your project
• Supporting the idea that peer approval is a major motivator

16. National Institute on Drug Abuse (NIDA) — Peer Pressure & Risk

Link: https://nida.nih.gov/publications/drugfacts/peer-pressure Used for:

• Showing how peer pressure increases risk-taking
• Providing scientific explanations for social influence
• Strengthening the argument that peers affect rule-breaking

17. American Academy of Child & Adolescent Psychiatry — Peer Pressure Facts

Link: https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Peer-Pressure-104.aspx Used for:

• Understanding positive vs. negative peer pressure
• Supporting the idea that teens want acceptance
• Adding clinical insight into adolescent behavior

18. University of Waterloo — Teen Social Dynamics

Link: https://uwaterloo.ca/news/media/teens-more-likely-take-risks-when-friends-are-watching Used for:

• Showing how peer observation increases risky behavior
• Adding Canadian university research
• Supporting your hypothesis with experimental findings

19. Verywell Mind — Why People Break Rules

Link: https://www.verywellmind.com/why-people-break-rules-5114374 Used for:

• Understanding psychological motivations behind rule-breaking
• Supporting the idea that rule-breaking is often social
• Adding depth to your rule-breaking attitudes section

We would like to thank the students who participated in the survey, the teachers who had their classes partake in our survey, our science fair coordinators for guidance throughout the project, and William D. Pratt School for supporting our research. We also appreciate the feedback from peers who helped refine the survey questions. We would also would like to thank our parents for their constant financial support to the project and allowing us to partake in the CYSF for another year.