Abstract:

Given that there is a relatively small number of research studies conducted among students of educational studies, i.e. future preschool teachers and classroom teachers, especially when examining susceptibility to peers and peer pressure, the aim of this paper is to examine whether there are differences among students (N = 440), considering individual characteristics of peer susceptibility to pressure. In addition to descriptive indicators, discriminant analysis and univariate analysis of variance were used. The results of the research show that students of early childhood and preschool education study programmes are more prone to conformism, and a lack of belonging to the group if they do not consume alcohol, while students of teacher education university study programmes assess that society has an impact on their sexual behaviour and they are more prone to social boycott when it comes to persons who do not belong to their group. The results are valuable indicators to plan adequate forms of support for students who face the negative effects of peer pressure as well as with other difficulties in the student environment that may affect the occurrence of risky behaviours, such as in emergencies due to the COVID-19 pandemic. The effects on the education system, when most educational institutions in Europe were closed to staff and students, while the teaching process and other forms of collaborative work were shifted to online platforms (with varying success), indicate the need for interventions in the interest of students. In this context, the results point to guidelines for preventive action on potential difficulties that may affect students' mental health, socialization of students, adaptation to changed conditions, but also in the broadest sense, on their competence and expertise in the future workplace.

Keywords:

Classroom teachers, early childhood and preschool teachers, peers, pressure, students.