Interplay Between Peer Pressure and Depression: A Comparative Study of NCC Female Cadets

Interplay Between Peer Pressure and Depression: A Comparative Study of NCC Female Cadets | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Interplay Between Peer Pressure and Depression: A Comparative Study of NCC Female Cadets Naveen Jakhar, AAS Azam, Nadeem Luqman This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9305492/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 5 You are reading this latest preprint version Abstract The National Cadet Corps (NCC) uses organized training and group activities to help young people develop discipline, leadership and patriotism. Cadets may be subjected to increased peer pressure in such a setting, which could have an impact on their mental health even though it fosters resilience and collaboration. This study looks at the relationship between depressed symptoms and perceived peer pressure in 100 NCC female cadets from various NCC units of Haryana. The study suggests that higher levels of depression are positively correlated with increasing peer pressure in the NCC setting. Based on psychological theories and existing literature, this study underlines the effectiveness of NCC training in cadets who have a better insight into understanding peer pressure and depressive symptoms and effectively deal with them. It also emphasizes the necessity of providing cadets with psychological support systems and the significance of identifying mental health issues in disciplined training settings. NCC Cadets Peer Pressure Depression Mental Health Adolescence 1. Introduction The National Cadet Corps (NCC), one of the largest youth development organizations, seeks to inculcate in young people a sense of discipline, leadership and national duty. Cadets participate in rigorous physical training, drills, camps and evaluations, often in a highly regimented and competitive environment. Even yet, when cadets participate in group activities and other social services, these interactions aid in their personal development and resilience. The term "peer pressure" describes the pressure from people of a similar age or status to follow common standards, behaviour or expectations. Adolescence and early adulthood, a critical developmental era marked by heightened sensitivity to social comparison and peer evaluation, comprise the main age group of NCC cadets. Peer pressure may have an impact on emotional well-being and worsen symptoms of depression under these circumstances. This study looks on the connection between peer pressure and depression in NCC girl cadets. Military-style training emphasizes hierarchy, obedience, and performance standards. Particularly among young people, peer comparison and continuous evaluation can make psychological stress worse. 2. Literature Review Negative peer pressure and psychological discomfort in Indian youth have been shown to be strongly correlated in numerous research studies. In a cross-sectional survey of adolescents in Karnataka, Alexander et al. (2024) discovered that internalizing difficulties, particularly anxiety and depressive symptoms, were considerably more prevalent among those who reported higher levels of peer influence. Friend’s pressure to intake alcohol, violate curfews, or go out solo late at night were examples of peer influence. Similarly, peer pressure's effect on academic stress was evaluated in a Delhi study by Gautam and Sharma (2024) . Higher levels of academic stress were indicated by 200 high school students who were under peer pressure, such as pressure to get good marks or follow their classmates' extracurricular schedules. Peer pressure had a substantial main effect on stress, according to statistical analysis, and there was a slight gender difference, with male students suffering somewhat higher stress. According to the authors, peer group rivalry contributes to performance-related stress, especially in boys. Guleria (2022) examined the problem of depression among 80 college students of the final year program at the Degree College in Hamirpur, Himachal Pradesh, India. This study includes both males and females of the 20 to 22 age group who belong to middle-class urban and semi-urban backgrounds. The information was gathered using the Personal Information Form (the Hindi version of Beck's Depression Inventory). The means of the two groups were compared using the t-test. According to the findings, female students experienced depression considerably more frequently than male students. Amirrudin et al. (2022) found a positive association between academic dishonesty and a number of characteristics, including peer influence, procrastination and educational anxiety, in their investigation of the function of peer influence in adolescent development. Their study highlighted the complex interrelationships among these factors and the subtle interactions between peer dynamics in academic integrity. Building on this foundation, Cruz et al. (2022) delved into the repercussions of peer pressure on the mental health of senior high school students, expanding our understanding to encompass the broader implications of peer influence on overall well-being. Peer pressure and total psychological wellness were found to be significantly negatively correlated, with teenagers who reported higher life satisfaction being less likely to be affected by peer pressure (Bansal & Bansal, 2022) . Adolescents' and young adults' mental and emotional well-being is negatively impacted by negative peer pressure, which is the forceful influence from peers to engage in undesired behavior. Peer group influences during this developmental stage are a major public health concern in India, where almost one-third of the population is between the ages of 10 and 24 (Sharma et al., 2022). According to Gardner & Steinberg (2005) , peer pressure greatly influences risk-taking behaviour during youth, but its influence diminishes as people grow older. Research Gap These studies offer a rich backdrop as we compare the experiences of peer pressure and depression among school and college-going students, but the influence of peer pressure after incorporating aided training along with regular studies is yet to be explored. One such kind is NCC training, and its impact on cadets may provide in-depth understanding of the intricate dynamics underlying peer pressure and its effects on young people's development. Significance of the Study The significance of this study lies in its potential to enhance understanding of the relation between peer pressure and depression among NCC girl cadets and find the scope of implications for their well-being, academic performance, military training, safety, support services, policy development and broader applicability to other contexts. Objective- To assess the relationship between peer pressure and depression among NCC girl cadets. Hypothesis- H0 There will be no significant relation between peer pressure and depression among NCC girl cadets. 3. Methodology Sample & Sampling Techniques —100 NCC female cadets aged 18–21 years from various Army and Air NCC units from Haryana have been included through the purposive sampling technique. Research Design— Descriptive correlational design is used to examine the relation between peer pressure and depression among NCC girl cadets. Tool used— This study employed the IIP Depression Scale, developed by Dr. Kranti K. Srivastava ( 2021 ), to assess depression, whereas peer pressure was measured by the Peer Pressure Scale developed by Sandeep Singh and Sunil Saini (2010). Procedure- To get their approval for the study, college principals were approached to seek permission for data collection. Ensuring privacy of their responses, informed consent was taken, and after that necessary instructions were passed to all the participants. To allay concerns, the researcher offered clarifications. On average, respondents took thirty minutes to answer the questions. All participants and staff received a note of gratitude for their cooperation. Data Analysis - By following data collection, the data were coded and imported into SPSS version 28.0.0 for statistical analysis. Mean, standard deviation, and Pearson correlation have been employed. 4. Results To examine the relationship between peer pressure and depression among NCC girl cadets, Pearson correlation has been applied. Table-1 Descriptive Analysis of Data N Mean Range Std. Deviation Peer Pressure 100 63.63 1-125 13.858 Depression 100 17.93 1-60 8.291 Table 1 demonstrates that peer pressure levels are rather mild (M=63.63, SD=13.85) but produce a lower mean value in the case of depression (M=17.93, SD=8.29). Table- 2 Correlational Analysis of Peer Pressure and Depression Peer Pressure Depression Pearson Correlation 1 .208* Sig. (2-tailed) .038 N 100 100 Pearson Correlation .208* 1 Sig. (2-tailed) .038 N 100 100 *. Correlation is significant at the 0.05 level (2-tailed). A Pearson correlation coefficient was calculated in Table 2 to evaluate the relationship between peer pressure and depression. There was a significant but weak positive relationship between peer pressure and depression: r (99) =0.21, p =< .005. 5. Conclusion The findings of this study suggest that the lower value of r = 0.21 indicates a significant weak positive correlation between peer pressure and depression. On the basis of outcome, the hypothesis, “There will be no significant relationship between peer pressure and depression among NCC girl cadets,” has been rejected. The association between self-efficacy and adjustment issues, including depression, among Indian college students was examined in a significant study published in Mind and Society (Verma et. El, 2025) . The study found that self-efficacy explained about 6.5% of the variation in depression levels among cadets indicates that positive impact of training. This study also provided the insight of the level of peer pressure and depression among NCC female cadets, which was found to be moderate to low. This study also reflects the effect of NCC training on girl cadets to control their emotions and tackle various stressors effectively. This is because of the sense of discipline and training, goal-oriented mindset, maturity and life skills, sense of belonging, and values and ethics emphasis, which help the NCC cadets not to be influenced by their peer group even after being best buddies and comrades. Suggestions and Educational Implications— It is quite challenging to manage peer pressure among youth, but there are several strategies that NCC girl cadets (and, indeed, all students) can employ to reduce its influence. Self-belief, adhering to a training regimen, and establishing ethical boundaries can play a vital role in controlling its effect. Developing a strong sense of self and making choices aligned with personal values can empower NCC students to resist negative peer influences, but mental health support within NCC programs is equally essential. Limitations Cross-sectional design and self-report bias may restrict generalizability. Declarations 1. We have no conflicts of interest to disclose. 2. Correspondence concerning this article should be addressed to Naveen, AIBAS, Amity University, Haryana. Corresponding Author mail ID- [email protected] 3. This study was approved by the Ethics Committee of Amity University, Haryana on January 07, 2026. All participants provided written informed consent prior to enrolment in the study. This research was conducted ethically in accordance with the Declaration of Helsinki. 4. I hereby give consent for publication. 5. The datasets generated and/or analyzed during the current study are not publicly available due to the confidentiality of data of all respondents because same was promised to the participants at the time of data collection by researcher but are available from the corresponding author on reasonable request. 6. The authors received no financial support for the research, authorship and publication of this article. 7. Author’s Contribution Naveen carried out the experiment and wrote the manuscript. Dr. AAS Azam and Dr. Nadeem Luqman helped in analysis of data along with supervising this project and conceived the original idea. 8. Clinical Trial no .- Not Applicable Data Availability The datasets generated and/or analyzed during the current study are not publicly available due to the confidentiality of data of all respondents because same was promised to the participants at the time of data collection by researcher but are available from the corresponding author on reasonable request. References Alexander, J. M., Yesodharan, R., & Nayak, M. G. (2024). Peer influence and its impact on behavior among South Indian adolescents: A descriptive cross-sectional study. Journal of Education and Health Promotion, 13, 98. https://doi.org/10.4103/jehp.jehp_142 0_23 Amirrudin, A. H., Ibrahim, S., Salehuddin, N., & Abd Rashid, I. M. (2022). Peer influence, procrastination and educational anxiety contribute to academic dishonesty in Malaysian university students. Asian Journal of Research in Education and Social Sciences , 4 (2), 91-97. Bansal, S., & Bansal, A. (2022). Peer pressure of adolescents in relation to psychological well-being. Journal of Positive School Psychology , 6(9), 4572–4575. https://journalppw.com/index.php/jpsp/article/view/11263 Cruz, J. M., Torre, A. P. D., Castaños, O. L. S., & Tus, J. (2022). The Correlation Between Peer Pressure and Mental Well-Being Among Senior High School Students. Psychology and Education: A Multidisciplinary Journal , 2 (3), 167-175. Gardner, M., & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: an experimental study. Developmental psychology , 41 (4), 625. https://psycnet.apa.org/record/2005-08221-004 Gautam, B., & Sharma, V. (2024). Effect of peer pressure on academic stress among adolescents. International Journal of Indian Psychology, 12(3), 2108–2113. https://doi.org/10.25215/1203.203 Guleria, P. (2022). Examining Depression among Male and Female College Students. International Journal of Indian Psychology, 10(4), 1415-1419. DIP:18.01.134.20221004, DOI:10.25215/1004.134 Sharma, S., Khandelwal, N., Lakiang, T., Kumar, M., Mehra, S., & Sharma, A. (2022). Mental health interventions among adolescents in India: A scoping review. Adolescents, 2(1), 11–29. https://doi.org/10.3390/adolescents2010002 Singh, S., & Saini, S. (2010). Peer Pressure Scale . Agra: National Psychological Corporation. Srivastava, K.K. (2021). IIP Depression Scale : Indian Institute of Psychology Verma, S., Mansoori, R., & Verma, S. (2025). The influence of self-efficacy on adjustment problems: A comparative correlational study between NCC and non-NCC college students. Mind and Society , 13 (04), 51–58. https://doi.org/10.56011/mind-mri-134-20247 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviewers invited by journal 08 Apr, 2026 Editor assigned by journal 08 Apr, 2026 Editor invited by journal 07 Apr, 2026 Submission checks completed at journal 07 Apr, 2026 First submitted to journal 07 Apr, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9305492","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":622142911,"identity":"cf2e5fa3-2350-4bd0-8581-e662f3ea3caa","order_by":0,"name":"Naveen Jakhar","email":"data:image/png;base64,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","orcid":"","institution":"Amity University","correspondingAuthor":true,"prefix":"","firstName":"Naveen","middleName":"","lastName":"Jakhar","suffix":""},{"id":622142916,"identity":"2da279ed-3f4f-47ff-98f3-708d59c043c8","order_by":1,"name":"AAS Azam","email":"","orcid":"","institution":"Amity University","correspondingAuthor":false,"prefix":"","firstName":"AAS","middleName":"","lastName":"Azam","suffix":""},{"id":622142919,"identity":"da2748d9-51f5-4061-aa7e-ce0fd030c6c2","order_by":2,"name":"Nadeem Luqman","email":"","orcid":"","institution":"Chandigarh University","correspondingAuthor":false,"prefix":"","firstName":"Nadeem","middleName":"","lastName":"Luqman","suffix":""}],"badges":[],"createdAt":"2026-04-02 16:24:05","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9305492/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9305492/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":107168807,"identity":"ca8051ad-2044-4cf4-bf96-7fda511d5445","added_by":"auto","created_at":"2026-04-17 14:27:17","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":291389,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9305492/v1/717bd3ff-7bca-46dd-a43c-df4ebe0d8567.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eInterplay Between Peer Pressure and Depression: A Comparative Study of NCC Female Cadets\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe National Cadet Corps (NCC), one of the largest youth development organizations, seeks to inculcate in young people a sense of discipline, leadership and national duty. Cadets participate in rigorous physical training, drills, camps and evaluations, often in a highly regimented and competitive environment. Even yet, when cadets participate in group activities and other social services, these interactions aid in their personal development and resilience. The term \u003cb\u003e\"peer pressure\"\u003c/b\u003e describes the pressure from people of a similar age or status to follow common standards, behaviour or expectations.\u003c/p\u003e \u003cp\u003eAdolescence and early adulthood, a critical developmental era marked by heightened sensitivity to social comparison and peer evaluation, comprise the main age group of NCC cadets. Peer pressure may have an impact on emotional well-being and worsen symptoms of depression under these circumstances. This study looks on the connection between peer pressure and depression in NCC girl cadets.\u003c/p\u003e \u003cp\u003eMilitary-style training emphasizes hierarchy, obedience, and performance standards. Particularly among young people, peer comparison and continuous evaluation can make psychological stress worse.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cp\u003eNegative peer pressure and psychological discomfort in Indian youth have been shown to be strongly correlated in numerous research studies. In a cross-sectional survey of adolescents in Karnataka, \u003cstrong\u003eAlexander et al. (2024)\u003c/strong\u003e discovered that internalizing difficulties, particularly anxiety and depressive symptoms, were considerably more prevalent among those who reported higher levels of peer influence. Friend\u0026rsquo;s pressure to intake alcohol, violate curfews, or go out solo late at night were examples of peer influence. Similarly, peer pressure\u0026apos;s effect on academic stress was evaluated in a Delhi study by \u003cstrong\u003eGautam and Sharma (2024)\u003c/strong\u003e. Higher levels of academic stress were indicated by 200 high school students who were under peer pressure, such as pressure to get good marks or follow their classmates\u0026apos; extracurricular schedules. Peer pressure had a substantial main effect on stress, according to statistical analysis, and there was a slight gender difference, with male students suffering somewhat higher stress. According to the authors, peer group rivalry contributes to performance-related stress, especially in boys.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eGuleria (2022)\u003c/strong\u003e examined the problem of depression among 80 college students of the final year program at the Degree College in Hamirpur, Himachal Pradesh, India. This study includes both males and females of the 20 to 22 age group who belong to middle-class urban and semi-urban backgrounds. The information was gathered using the Personal Information Form (the Hindi version of Beck\u0026apos;s Depression Inventory). The means of the two groups were compared using the t-test. According to the findings, female students experienced depression considerably more frequently than male students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAmirrudin et al. (2022)\u003c/strong\u003e found a positive association between academic dishonesty and a number of characteristics, including peer influence, procrastination and educational anxiety, in their investigation of the function of peer influence in adolescent development. Their study highlighted the complex interrelationships among these factors and the subtle interactions between peer dynamics in academic integrity. Building on this foundation, \u003cstrong\u003eCruz et al. (2022)\u003c/strong\u003e delved into the repercussions of peer pressure on the mental health of senior high school students, expanding our understanding to encompass the broader implications of peer influence on overall well-being. Peer pressure and total psychological wellness were found to be significantly negatively correlated, with teenagers who reported higher life satisfaction being less likely to be affected by peer pressure \u003cstrong\u003e(Bansal \u0026amp; Bansal, 2022)\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003eAdolescents\u0026apos; and young adults\u0026apos; mental and emotional well-being is negatively impacted by negative peer pressure, which is the forceful influence from peers to engage in undesired behavior. Peer group influences during this developmental stage are a major public health concern in India, where almost one-third of the population is between the ages of 10 and 24 \u003cstrong\u003e(Sharma et al., 2022).\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to \u003cstrong\u003eGardner \u0026amp; Steinberg (2005)\u003c/strong\u003e, peer pressure greatly influences risk-taking behaviour during youth, but its influence diminishes as people grow older.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eResearch Gap\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThese studies offer a rich backdrop as we compare the experiences of peer pressure and depression among school and college-going students, but the influence of peer pressure after incorporating aided training along with regular studies is yet to be explored. One such kind is NCC training, and its impact on cadets may provide in-depth understanding of the intricate dynamics underlying peer pressure and its effects on young people\u0026apos;s development.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSignificance of the Study\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe significance of this study lies in its potential to enhance understanding of the relation between peer pressure and depression among NCC girl cadets and find the scope of implications for their well-being, academic performance, military training, safety, support services, policy development and broader applicability to other contexts.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eObjective-\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eTo assess the relationship between peer pressure and depression among NCC girl cadets.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eHypothesis-\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eH0\u003c/strong\u003e There will be no significant relation between peer pressure and depression among NCC girl cadets.\u003c/p\u003e"},{"header":"3. Methodology","content":"\u003cp\u003e \u003cb\u003eSample \u0026amp; Sampling Techniques\u003c/b\u003e \u003cem\u003e\u0026mdash;100\u003c/em\u003e NCC female cadets aged 18\u0026ndash;21 years from various Army and Air NCC units from Haryana have been included through the purposive sampling technique.\u003c/p\u003e \u003cp\u003e \u003cb\u003eResearch Design\u0026mdash;\u003c/b\u003eDescriptive correlational design is used to examine the relation between peer pressure and depression among NCC girl cadets.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTool used\u0026mdash;\u003c/b\u003eThis study employed the IIP Depression Scale, developed by Dr. Kranti K. Srivastava (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), to assess depression, whereas peer pressure was measured by the Peer Pressure Scale developed by Sandeep Singh and Sunil Saini (2010).\u003c/p\u003e \u003cp\u003e \u003cb\u003eProcedure-\u003c/b\u003e To get their approval for the study, college principals were approached to seek permission for data collection. Ensuring privacy of their responses, informed consent was taken, and after that necessary instructions were passed to all the participants. To allay concerns, the researcher offered clarifications. On average, respondents took thirty minutes to answer the questions. All participants and staff received a note of gratitude for their cooperation.\u003c/p\u003e \u003cp\u003e \u003cb\u003eData Analysis\u003c/b\u003e- By following data collection, the data were coded and imported into SPSS version 28.0.0 for statistical analysis. Mean, standard deviation, and Pearson correlation have been employed.\u003c/p\u003e"},{"header":"4. Results","content":"\u003cp\u003eTo examine the relationship between peer pressure and depression among NCC girl cadets, Pearson correlation has been applied.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable-1\u0026nbsp;\u003c/strong\u003e\u003cem\u003eDescriptive Analysis of Data\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eRange\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eStd. Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePeer Pressure\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e63.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1-125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e13.858\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eDepression\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e17.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1-60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e8.291\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 1 demonstrates that peer pressure levels are rather mild (M=63.63, SD=13.85) but produce a lower mean value in the case of depression (M=17.93, SD=8.29).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable-\u003c/em\u003e2\u0026nbsp;\u003c/strong\u003e\u003cem\u003eCorrelational Analysis of Peer Pressure and Depression\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"623\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003ePeer Pressure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003eDepression\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003ePearson Correlation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003e.208*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003e.038\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003ePearson Correlation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003e.208*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003e.038\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e*. Correlation is significant at the 0.05 level (2-tailed).\u003c/p\u003e\n\u003cp\u003eA Pearson correlation coefficient was calculated in Table 2 to evaluate the relationship between peer pressure and depression. There was a significant but weak positive relationship between peer pressure and depression: r (99) =0.21,\u003cem\u003e\u0026nbsp;p\u003c/em\u003e=\u0026lt; .005.\u003c/p\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eThe findings of this study suggest that the lower value of \u003cstrong\u003e\u003cem\u003er\u003c/em\u003e\u003c/strong\u003e = 0.21 indicates a significant weak positive correlation between peer pressure and depression. On the basis of outcome, the hypothesis, \u0026ldquo;There will be no significant relationship between peer pressure and depression among NCC girl cadets,\u0026rdquo; has been \u003cstrong\u003erejected.\u0026nbsp;\u003c/strong\u003eThe association between self-efficacy and adjustment issues, including depression, among Indian college students was examined in a significant study published in Mind and Society\u003cstrong\u003e\u0026nbsp;(Verma et. El, 2025)\u003c/strong\u003e. The study found that self-efficacy explained about 6.5% of the variation in depression levels among cadets indicates that positive impact of training.\u003c/p\u003e\n\u003cp\u003eThis study also provided the insight of the level of peer pressure and depression among NCC female cadets, which was found to be moderate to low. This study also reflects the effect of NCC training on girl cadets to control their emotions and tackle various stressors effectively. This is because of the sense of discipline and training, goal-oriented mindset, maturity and life skills, sense of belonging, and values and ethics emphasis, which help the NCC cadets not to be influenced by their peer group even after being best buddies and comrades.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSuggestions and Educational Implications\u0026mdash;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIt is quite challenging to manage peer pressure among youth, but there are several strategies that NCC girl cadets (and, indeed, all students) can employ to reduce its influence. Self-belief, adhering to a training regimen, and establishing ethical boundaries can play a vital role in controlling its effect.\u003c/p\u003e\n\u003cp\u003eDeveloping a strong sense of self and making choices aligned with personal values can empower NCC students to resist negative peer influences, but mental health support within NCC programs is equally essential.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eLimitations\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCross-sectional design and self-report bias may restrict generalizability.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003e1.\u003c/strong\u003e We have no conflicts of interest to disclose.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.\u003c/strong\u003e Correspondence concerning this article should be addressed to Naveen, AIBAS, Amity University, Haryana.\u003c/p\u003e\n\u003cp\u003eCorresponding Author mail ID- [email protected]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.\u003c/strong\u003e This study was approved by the Ethics Committee of Amity University, Haryana on January 07, 2026. All participants provided written informed consent prior to enrolment in the study. This research was conducted ethically in accordance with the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.\u003c/strong\u003e I hereby give consent for publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.\u003c/strong\u003e The datasets generated and/or analyzed during the current study are not publicly available due to the confidentiality of data of all respondents because same was promised to the participants at the time of data collection by researcher but are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.\u003c/strong\u003e The authors received no financial support for the research, authorship and publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e7. Author\u0026rsquo;s Contribution \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNaveen carried out the experiment and wrote the manuscript. Dr. AAS Azam and Dr. Nadeem Luqman helped in analysis of data along with supervising this project and conceived the original idea.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e8. Clinical Trial no\u003c/strong\u003e.- Not Applicable\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets generated and/or analyzed during the current study are not publicly available due to the confidentiality of data of all respondents because same was promised to the participants at the time of data collection by researcher but are available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAlexander, J. M., Yesodharan, R., \u0026amp; Nayak, M. G. (2024). Peer influence and its impact on behavior among South Indian adolescents: A descriptive cross-sectional study. \u003cem\u003eJournal of Education and Health Promotion,\u003c/em\u003e 13, 98. \u003cu\u003ehttps://doi.org/10.4103/jehp.jehp_142 0_23\u003c/u\u003e\u003c/li\u003e\n\u003cli\u003eAmirrudin, A. H., Ibrahim, S., Salehuddin, N., \u0026amp; Abd Rashid, I. M. (2022). Peer influence, procrastination and educational anxiety contribute to academic dishonesty in Malaysian university students. \u003cem\u003eAsian Journal of Research in Education and Social Sciences\u003c/em\u003e,\u003cem\u003e4\u003c/em\u003e(2), 91-97.\u003c/li\u003e\n\u003cli\u003eBansal, S., \u0026amp; Bansal, A. (2022). Peer pressure of adolescents in relation to psychological well-being. \u003cem\u003eJournal of Positive School Psychology\u003c/em\u003e, 6(9), 4572\u0026ndash;4575. \u003cu\u003ehttps://journalppw.com/index.php/jpsp/article/view/11263\u003c/u\u003e\u003c/li\u003e\n\u003cli\u003eCruz, J. M., Torre, A. P. D., Casta\u0026ntilde;os, O. L. S., \u0026amp; Tus, J. (2022). The Correlation Between Peer Pressure and Mental Well-Being Among Senior High School Students. \u003cem\u003ePsychology and Education: A Multidisciplinary Journal\u003c/em\u003e,\u003cem\u003e2\u003c/em\u003e(3), 167-175.\u003c/li\u003e\n\u003cli\u003eGardner, M., \u0026amp; Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: an experimental study. \u003cem\u003eDevelopmental psychology\u003c/em\u003e,\u003cem\u003e41\u003c/em\u003e(4), 625. https://psycnet.apa.org/record/2005-08221-004\u003c/li\u003e\n\u003cli\u003eGautam, B., \u0026amp; Sharma, V. (2024). Effect of peer pressure on academic stress among adolescents. \u003cem\u003eInternational Journal of Indian Psychology, \u003c/em\u003e12(3), 2108\u0026ndash;2113. \u003cu\u003ehttps://doi.org/10.25215/1203.203 \u003c/u\u003e\u003c/li\u003e\n\u003cli\u003eGuleria, P. (2022). Examining Depression among Male and Female College Students. \u003cem\u003eInternational Journal of Indian Psychology,\u003c/em\u003e 10(4), 1415-1419. DIP:18.01.134.20221004, DOI:10.25215/1004.134\u003c/li\u003e\n\u003cli\u003eSharma, S., Khandelwal, N., Lakiang, T., Kumar, M., Mehra, S., \u0026amp; Sharma, A. (2022). Mental health interventions among adolescents in India: A scoping review. Adolescents, 2(1), 11\u0026ndash;29. https://doi.org/10.3390/adolescents2010002\u003c/li\u003e\n\u003cli\u003eSingh, S., \u0026amp; Saini, S. (2010). \u003cem\u003ePeer Pressure Scale\u003c/em\u003e. Agra: National Psychological Corporation.\u003c/li\u003e\n\u003cli\u003eSrivastava, K.K. (2021). IIP\u003cem\u003e Depression Scale\u003c/em\u003e: Indian Institute of Psychology\u003c/li\u003e\n\u003cli\u003eVerma, S., Mansoori, R., \u0026amp; Verma, S. (2025). The influence of self-efficacy on adjustment problems: A comparative correlational study between NCC and non-NCC college students. \u003cem\u003eMind and Society\u003c/em\u003e, \u003cem\u003e13\u003c/em\u003e(04), 51\u0026ndash;58. https://doi.org/10.56011/mind-mri-134-20247\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"NCC Cadets, Peer Pressure, Depression, Mental Health, Adolescence","lastPublishedDoi":"10.21203/rs.3.rs-9305492/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9305492/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe National Cadet Corps (NCC) uses organized training and group activities to help young people develop discipline, leadership and patriotism. Cadets may be subjected to increased peer pressure in such a setting, which could have an impact on their mental health even though it fosters resilience and collaboration. This study looks at the relationship between depressed symptoms and perceived peer pressure in 100 NCC female cadets from various NCC units of Haryana. The study suggests that higher levels of depression are positively correlated with increasing peer pressure in the NCC setting. Based on psychological theories and existing literature, this study underlines the effectiveness of NCC training in cadets who have a better insight into understanding peer pressure and depressive symptoms and effectively deal with them. It also emphasizes the necessity of providing cadets with psychological support systems and the significance of identifying mental health issues in disciplined training settings.\u003c/p\u003e","manuscriptTitle":"Interplay Between Peer Pressure and Depression: A Comparative Study of NCC Female Cadets","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-17 14:26:52","doi":"10.21203/rs.3.rs-9305492/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewersInvited","content":"","date":"2026-04-09T00:53:47+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-04-09T00:52:35+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-04-07T20:59:20+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-04-07T19:20:42+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2026-04-07T15:39:46+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"442c0d7d-f84c-4ea0-be19-20c08d771a91","owner":[],"postedDate":"April 17th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-17T14:26:52+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-17 14:26:52","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9305492","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9305492","identity":"rs-9305492","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}