A few dominant theoretical perspectives have guided recent work on mechanisms of influence among adolescent peers, and a brief discussion of these approaches is necessary for understanding the theoretical underpinnings of the last decade of research. First, developmental theories indicate that the adolescent transition is marked by increases in (1) the frequency of peer interactions (Brown, Dolcini, & Leventhal, 1997); (2) the adoption of increasingly sophisticated interpersonal behaviors, new social roles, and novel experiences (Brown, 1990); (3) adolescents’ motivation to develop a stable sense of identity (i.e., self-concept; Harter et al., 1996); and (4) youths’ reliance on peer feedback (and their perceived peer status) as a source of identity and self-evaluation (a process known as “reflected appraisal”; Hergovich, Sirsch, & Felinger, 2002). In short, the peer context is especially salient in adolescence, and success among peers becomes paramount.
