Peers significantly influence adolescents’ participation in physical exercise; however, few studies explore the effects of class peers. Developing from reference group theory, this study utilizes two waves of data from the China Education Panel Survey (CEPS), to explore the interactive effects of social norm effects and social comparison effects on adolescents’ participation in exercise. The results of social norm effects show that students benefit from being in classes with overall high levels of exercise or those with a favorable distribution. Nonetheless, compared to students who regularly engage in exercise, those who sometimes or never exercise derive less peer benefits under the influence of social comparison effects. By examining peer effects within institutionalized groupings and diverse mechanisms, this research not only enhances our understanding of adolescents’ exercise participation within the class system through the lens of reference group theory, but also offers insights for health policies and interventions.
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