Does the Schema of Top Peer Pressure and Its Relationship with Achievement Change from Junior High School to University?

This study aimed to find out what cognitive taxa constitute the schema of Top Peer Pressure (TPP) among Junior High School Students (JHSSs), which associated with JHSSs’ English and school achievement whether differ from those Undergraduate University (UUSs). To this end TPPS was administered 304 HSSs their responses were subjected Principal Axis Factoring Varimax Kaiser Normalization. The results showed that six factors representing kingdom, phylum, class, order, family genus underlie TPPS. Among them, taxon kingdom significantly both language achievement, while only achievement. Contrastive analysis UUSs pathologically manipulate items comprising TPP not at its but also class order justify low university are discussed suggestions made for future research.