This study was aimed to analyse the relationship between peer pressure and academic achievement of deviant students. Purposive random sampling method was used to study the deviant student’s behavioural factor. The sample was drawn from the population of 7546 students.  There are 145 deviant students were taken as sample from classes VI to XII about 2% of the entire population of the school. The result revealed that there is no significant difference between male and female with respect to peer pressure and academic achievement. Friend’s influence towards  deviancy had  privileged  in the age group of 16-18 than in other younger age groups.   There is a negative correlation exists between peer pressure and academic achievement and this study reveals that peer pressure plays a vital  role in lowering of  achievement in academics.

Alexander KL, Entwisle DR, Kabbani NS. The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record. 2001;103(5):760–822.

Allison PD. Missing data. Sage publications; Thousand Oaks, CA: 2001.

Aloise-Young PA, Graham JW, Hansen WB. Peer influence on smoking initiation during early adolescence: A comparison of group members and group outsiders. Journal of Applied Psychology. 1994;79(2):281–287. [PubMed]

Alspaugh JW. Achievement loss associated with the transition to middle school and high school. Journal of Educational Research. 1998;92(1):20–25.

Altermatt ER, Pomerantz EM. The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology. 2003;95(1):111–123.

Altermatt ER, Pomerantz EM. The implications of having high-achieving versus low-achieving friends: A longitudinal analysis. Social Development. 2005;14(1):61–81.

Appleton JJ, Christenson SL, Furlong MJ. Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools. 2008;45(5):369–386.

Bandura A. Social cognitive theory. In: Vasta R, editor. Annals of child development: Vol. 6. Six theories of child development. JAI Press; Greenwich, CT: 1989. pp. 1–60.

Barber BK, Olsen JA. Assessing the transitions to middle and high school. Journal of Adolescent Research. 2004;19(1):3–30.

Barber BL, Stone MR, Hunt JE, Eccles JS. Benefits of activity participation: The roles of identity affirmation and peer group norm sharing. In: Mahoney JL, Larson RW, Eccles JS, editors. Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Lawrence Erlbaum Associates Publishers; Mahwah: 2005. pp. 185–210.

Battin-Pearson S, Newcomb MD, Abbott RD, Hill KG, Catalano RF, Hawkins JD. Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology. 2000;92(3):568–582.

Berndt TJ, Keefe K. Friends’ influence on adolescents’ adjustment to school. Child Development. 1995;66(5):1312–1329. [PubMed]

Berndt TJ, Laychak AE, Park K. Friends’ influence on adolescents’ academic achievement motivation: An experimental study. Journal of Educational Psychology. 1990;82(4):664–670.

Buchmann C, Dalton B. Interpersonal influences and educational aspirations in 12 countries: The importance of institutional context. Sociology of Education. 2002;75(2):99–122.

Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. Erlbaum; Hillsdale, NJ: 1988.

Festinger L. A theory of social comparison processes. Human Relations. 1954;7:117–140.

Finn JD. Withdrawing from school. Review of Educational Research. 1989;59(2):117–142.

Fredricks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Review of Educational Research. 2004;74(1):59–109.

Furman W. Children's friendships. In: Field TM, editor. Review of human development. Wiley; New York: 1982. pp. 327–339.

Hartup WW. The company they keep: Friendships and their developmental significance. Child Development. 1996;67(1):1–13. [PubMed]

Henry KL, Slater MD, Oetting ER. Alcohol use in early adolescence: The effect of changes in risk taking, perceived harm and friends’ alcohol use. Journal of Studies on Alcohol. 2005;66(2):275–283.[PubMed]

Henry KL, Slater MD, Oetting ER. Alcohol use in early adolescence: The effect of changes in risk taking, perceived harm and friends’ alcohol use. Journal of Studies on Alcohol. 2005;66(2):275–283

Kandel DB. Homophily, selection, and socialization in adolescent friendships. American Journal of Sociology. 1978;84(2):427–436.

Kerr M, Stattin H. What parents know, how they know it, and several forms of adolescent adjustment: Further support for a reinterpretation of monitoring. Developmental Psychology. 2000;36:366–380.[PubMed]

Lahaderne HM, Jackson PW. Withdrawal in the classroom: A note on some educational correlates of social desirability among school children. Journal of Educational Psychology. 1970;61(2):97–101.

Lahey BB, Van Hulle CA, D'Onofrio BM, Rodgers JL, Waldman ID. Is parental knowledge of their adolescent offspring's whereabouts and peer associations spuriously associated with offspring delinquency? Journal of Abnormal Child Psychology. 2008;36(6):807–823. [PubMed]

Larson RW, Richards MH. Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child Development. 1991;62(2):284–300. [PubMed]

Lockwood P, Kunda Z. Superstars and me: Predicting the impact of role models on the self. Journal of Personality and Social Psychology. 1997;73(1):91–103.

Marie-Hélène Véronneau and Thomas J. DishionMiddle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis J Early Adolesc. 2011 Feb 1; 31(1): 99–124.

Muthén BO, Khoo S-T. Longitudinal studies of achievement growth using latent variable modeling. Learning and Individual Differences. 1998;10(2):73–101.

Patterson GR, Reid JB, Dishion TJ. Antisocial boys. Castalia; Eugene, OR: 1992.

Piaget J. In: La Naissance de l'intelligence chez l'enfant [Origin of intelligence in the child] Neuvième, editor. Delachaux et Niestlé; Paris: 1977.

Poulin F, Dishion TJ, Haas E. The peer influence paradox: Friendship quality and deviancy training within male adolescent friendships. Merrill-Palmer Quarterly. 1999;45(1):42–61.

Prinstein MJ, Wang SS. False consensus and adolescent peer contagion: Examining discrepancies between perceptions and actual reported levels of friends’ deviant and health risk behaviors. Journal of Abnormal Child Psychology. 2005;33(3):293–306. [PubMed]

Reitz E, Dekovic M, Meijer AM, Engels RCME. Longitudinal relations among parenting, best friends, and early adolescent problem behavior: Testing bidirectional effects. The Journal of Early Adolescence. 2006;26(3):272–295.

Rose AJ, Rudolph KD. A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin. 2006;132(1):98–131. [PMC free article] [PubMed]

Rubin KH, Bukowski W, Parker JG. Peer interactions, relationships, and groups. In: Damon W, editor. Handbook of child psychology: Vol. 3. Social, emotional, and personality development. 5th ed. Wiley; New York: 1998. pp. 619–700.

 Ryan AM. The peer group as a context for the development of young adolescent motivation and achievement. Child Development. 2001;72(4):1135–1150. [PubMed]

Uzezi, J. G. , & Deya, G. D. (2017). Relationship between Peer Group Influence and Students’ Academic Achievement in Chemistry at Secondary School Level. American Journal of Educational Research, 5(4), 350-356.

Vitaro F, Brendgen M, Wanner B. Patterns of affiliation with delinquent friends during late childhood and early adolescence: Correlates and consequences. Social Development. 2005;14(1):82–108.

Voydanoff P, Donnelly BW. Risk and protective factors for psychological adjustment and grades among adolescents. Journal of Family Issues. 1999;20(3):328–349.

Wentzel KR. Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology. 1993;85(2):357–364.

Wentzel KR. Peer relationships, motivation, and academic performance at school. In: Elliot AJ, Dweck CS, editors. Handbook of competence and motivation. Guilford; New York: 2005. pp. 279–296.

Woolley ME, Kol KL, Bowen GL. The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. Journal of Early Adolescence. 2009;29(1):43–70.