The fundamental assumption that adolescents are particularly attuned to and motivated by positive regard and belongingness in the peer context provides a basis for two complementary theoretical models that help to explain peer socialization effects. First, social learning theories suggest that within a salient social context, individuals adopt new behaviors through modeling, social reward and punishment, and vicarious reinforcement (via observational learning) of valued peers (Bandura, 1986). For example, adolescents who observe that popular students drink alcohol will be motivated to conform to these behaviors in pursuit of similar status among peers (i.e., a social reward), particularly if adolescents receive extrinsic social reinforcement for doing so. Second, identity-based theories discussed largely within the social psychology literature suggest that emulation of valued or idealized others’ behavior and adherence to perceived social norms within a valued reference group help confer a favorable sense of self; the adoption of a favorable sense of self is intrinsically rewarding (Abrams & Hogg, 1990; Festinger, 1954). In sum, theories suggest that adolescents increasingly invest in peers as primary sources of social and emotional support while simultaneously
