Ayele, MogesTefera, Azalech2019-09-172023-11-182019-09-172023-11-182019-06http://etd.aau.edu.et/handle/12345678/19096The objective of this study was to find out the relationship between peer pressure and responsible behavior of secondary and preparatory school students in Bole sub-city, Addis Ababa. One hundred fifty five boys and one hundred seventy six girls (totally 331) from two conveniently selected secondary and preparatory schools completed scales pertaining to peer pressure and responsible behavior. Descriptive survey research design and quantitative study approach was employed to conduct the study. Samples were drawn based on proportionate stratified systematic random sampling. Descriptive statistics such as frequency and percentage with tables, mean, median, standard deviations, one sample t –test, independent sample t - test, Pearson product-moment correlation, and multiple regression were used to analyze the data. The findinds revealed that, compared to the hypothetical average score, students were generally low in the three dimensions of responsible behavior (i.e. personal responsible (t= -14.516, p= .000), peer responsible (t= -6.713, p= .000), & community responsible (t= -8.622, p= .000)), while their peer pressures were high(t= 33.157, p= .000). Female student‟s responsibility behavior were significantly lower than male students in dimensions of responsibility behavior (t= -3.16, p= .002), personal (t= -4.63, p= .000), community (t= -4.219, p= .000), and overall responsibility (t= -5.194), but not in peer pressure(t= -.912, p= .363). Whereas, there were statistically significant grade level differences among the secondary and preparatory school students in personal responsibility, peer responsibility and peer pressures except community responsibility behavior (t= -2.845, p= .005). Age has significant and positive relationship with personal (R= .156, p< .05), and community (R= .132, p< .05) dimensions of responsibility behavior, whereas, age has no associations with peer responsibility behavior and peer pressure. Finally, age (0.283), gender (0.265), grade level (-0.277) and peer pressure (0.146) were found to be the significant contributor variables that affect adolescents responsibility behavior. It is recommended that the implementation and evaluation of intervention aimed at enhancing children's responsible behaviors should consider student‟s age, grade level and gender. Since peer pressure was found to be significant factor for responsibility behavior, using this pressure positively may affect their responsibility behavior positively. So, practical and effective strategies should be designed to mobilize students (for example using clubs and other student unions).enEducationThesis