1
|
Kreager DA, Staff J, Felmlee D, Zhang H, Veenstra R. The Sexual Double Standard and Adolescent Stigma: A Sociometric and Comparative Approach. JOURNAL OF SEX RESEARCH 2024:1-11. [PMID: 38842529 DOI: 10.1080/00224499.2024.2358144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2024]
Abstract
This study applied a sociometric approach to examine the traditional sexual double standard within a sample of Dutch adolescents (N = 1,175; 53.8% females; Mage = 14.75). Drawing on script theory and the key concept of social stigma, this study examined associations between self-reported sexual partnerships and three measures of peer preference: (1) received friendship nominations, (2) peer dislike nominations, and (3) perceived popularity. Results from ordinary least squares regressions support the traditional double standard, indicating that girls who report a higher number of self-reported sexual partners receive fewer friendships and more peer dislike nominations than boys reporting similar numbers of sexual partners. Sexual partnerships are positively associated with boys' and girls' perceived popularity. Using sociometric measures of peer stigma, we found evidence of a traditional sexual double standard in an adolescent sample from a liberal and gender egalitarian Western democracy, while also pointing to the potential status rewards associated with adolescent sexual behavior.
Collapse
Affiliation(s)
- Derek A Kreager
- Department of Sociology and Criminology, Pennsylvania State University
| | - Jeremy Staff
- Department of Sociology and Criminology, Pennsylvania State University
| | - Diane Felmlee
- Department of Sociology and Criminology, Pennsylvania State University
| | - Haoyang Zhang
- Department of Sociology and Criminology, Pennsylvania State University
| | | |
Collapse
|
2
|
Turunen T, Malamut ST, Yanagida T, Salmivalli C. Heterogeneity of adolescent bullying perpetrators: Subtypes based on victimization and peer status. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38808624 DOI: 10.1111/jora.12986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Accepted: 05/18/2024] [Indexed: 05/30/2024]
Abstract
We identified different types of adolescent bullying perpetrators and nonbullies based on peer-reported bullying, victimization, and peer status (popularity, likeability, and rejection) and examined differences between bully subtypes in typical forms of bullying perpetrated. Moreover, we studied how bully subtypes differed from nonbullies with varying levels of victimization and peer status in academic and psychosocial adjustment. The study utilizes data from 10,689 adolescents (48.3% boys, mean age 14.7 years). Latent profile analysis identified three distinct subgroups of bullies: popular-liked bullies (13.5%), popular-rejected bully-victims (5.8%), and bully-victims (6.9%), and four groups on nonbullies. High-status bullies (popular-liked and popular-rejected) resembled nonbullies in many ways and had even lower social anxiety, whereas bully-victims were the most maladjusted group. Overall, popularity seems to protect adolescents from social anxiety, and victimization is related to internalizing problems. Results suggest that bullying, victimization, and peer status can be used to identify distinct subtypes of bullies.
Collapse
Affiliation(s)
- Tiina Turunen
- INVEST Research Flagship Center, University of Turku, Turku, Finland
| | - Sarah T Malamut
- INVEST Research Flagship Center, University of Turku, Turku, Finland
- Radboud University, Nijmegen, The Netherlands
| | - Takuya Yanagida
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Christina Salmivalli
- INVEST Research Flagship Center, University of Turku, Turku, Finland
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
- Shandong Normal University, Jinan, China
| |
Collapse
|
3
|
Plenty S, la Roi C. Peer acceptance and rejection during secondary school: Do associations with subsequent educational outcomes vary by socioeconomic background? Child Dev 2024; 95:929-947. [PMID: 38087926 DOI: 10.1111/cdev.14044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/18/2024]
Abstract
Research shows that peer relationships are associated with students' school adjustment. However, the importance of advantageous and disadvantageous factors for students' educational outcomes may vary by socioeconomic positioning. Drawing on sociometric and register data from a nationally representative sample of Swedish youth (n = 4996, girls 50%; migration background 19%), this study asks if family socioeconomic status moderates associations between youth's peer relationships and their subsequent educational outcomes. Based on preregistered analyses, associations that peer acceptance and rejection at age 14-15 years share with school grades at ~16 years and completion of upper secondary school at ~20 years were tested. The findings showed that positive and adverse peer relationships are most consequential for the educational outcomes of socioeconomically disadvantaged youth.
Collapse
Affiliation(s)
- Stephanie Plenty
- Swedish Institute for Social Research (SOFI), Stockholm University, Stockholm, Sweden
- Institute for Future Studies, Stockholm, Sweden
| | - Chaïm la Roi
- Swedish Institute for Social Research (SOFI), Stockholm University, Stockholm, Sweden
- Department of Sociology, University of Groningen, Groningen, The Netherlands
| |
Collapse
|
4
|
Field NH, Choukas-Bradley S, Giletta M, Telzer EH, Cohen GL, Prinstein MJ. Why adolescents conform to high-status peers: Associations among conformity, identity alignment, and self-esteem. Child Dev 2024; 95:879-894. [PMID: 37966044 PMCID: PMC11023764 DOI: 10.1111/cdev.14038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 10/12/2023] [Accepted: 10/24/2023] [Indexed: 11/16/2023]
Abstract
This study examined whether conformity to high- but not low-status e-confederates was associated with increases in identification with popular peers and subsequent increases in self-esteem. A sample of 250 adolescents (55.1% male; Mage = 12.70 years; 40.3% White, 28.2% Black, 23.4% Hispanic/Latino, and 7.7% multiracial/other) participated in a well-established experimental chat room paradigm where they were exposed to norms communicated by high- and low-status e-confederates. Results revealed that for boys in the high-status condition only, but not girls, the positive relation between conformity and self-esteem was mediated by greater response alignment with popular peers. These findings bolster prior research by suggesting that conformity to popular peers may be partly motivated by drives for self-esteem and alignment with a valued reference group.
Collapse
Affiliation(s)
- Nathan H. Field
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E. Cameron Avenue, Chapel Hill, NC 27599
| | - Sophia Choukas-Bradley
- Department of Psychology, University of Pittsburgh, Sennott Square, 3rd Floor 210 South Bouquet Street, Pittsburgh, PA 15260
| | - Matteo Giletta
- Department of Developmental, Personality and Social Psychology, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium
| | - Eva H. Telzer
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E. Cameron Avenue, Chapel Hill, NC 27599
| | - Geoffrey L. Cohen
- Department of Psychology, Stanford University, Building 420, 450 Jane Stanford Way, Stanford, CA 94305
| | - Mitchell J. Prinstein
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E. Cameron Avenue, Chapel Hill, NC 27599
| |
Collapse
|
5
|
Field NH, Nick EA, Massing-Schaffer M, Fox KA, Nesi J, Prinstein MJ. High and low levels of adolescent peer status are associated longitudinally with socioevaluative concern. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:114-126. [PMID: 38012779 PMCID: PMC10922244 DOI: 10.1111/jora.12904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Revised: 11/01/2023] [Accepted: 11/03/2023] [Indexed: 11/29/2023]
Abstract
This study examined linear and curvilinear longitudinal associations between peer status (i.e., likeability and popularity) and socioevaluative concern, a socio-cognitive feature characterized by attunement to judgment from peers. A sample of 716 adolescents (Mage = 16.01, SD = 1.25; 54% female; 46.5% White; 69.5% reduced-price lunch) was assessed twice annually. Likeability and popularity were assessed with peer nominations at Time 1. Measures of general (rejection sensitivity, peer importance) and online (digital status seeking, online status importance) socioevaluative concern were obtained at Times 1 and 2. High and low levels of likeability were longitudinally associated with increased peer importance, while high and low levels of popularity were associated with increased digital status seeking, and decreased online status importance for girls.
Collapse
Affiliation(s)
- Nathan H. Field
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E. Cameron Avenue, Chapel Hill, NC 27599
| | - Elizabeth A. Nick
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E. Cameron Avenue, Chapel Hill, NC 27599
| | - Maya Massing-Schaffer
- Warren Alpert Medical School of Brown University, Department of Psychiatry and Human Behavior, 222 Richmond Street, Providence, RI, 02903
| | - Kara A. Fox
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E. Cameron Avenue, Chapel Hill, NC 27599
| | - Jacqueline Nesi
- Warren Alpert Medical School of Brown University, Department of Psychiatry and Human Behavior, 222 Richmond Street, Providence, RI, 02903
| | - Mitchell J. Prinstein
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E. Cameron Avenue, Chapel Hill, NC 27599
| |
Collapse
|
6
|
Devine RT, Grumley Traynor I, Ronchi L, Lecce S. Children in ethnically diverse classrooms and those with cross-ethnic friendships excel at understanding others' minds. Child Dev 2024. [PMID: 38429980 DOI: 10.1111/cdev.14085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/03/2024]
Abstract
This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher-reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross-ethnic friendships, and children with cross-ethnic friendships performed better than peers without cross-ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind.
Collapse
Affiliation(s)
- Rory T Devine
- Centre for Developmental Science, School of Psychology, University of Birmingham, Birmingham, UK
| | - Imogen Grumley Traynor
- Centre for Developmental Science, School of Psychology, University of Birmingham, Birmingham, UK
| | - Luca Ronchi
- Department of Brain and Behavioural Science, University of Pavia, Pavia, Italy
| | - Serena Lecce
- Department of Brain and Behavioural Science, University of Pavia, Pavia, Italy
| |
Collapse
|
7
|
Chen X, Zhou J, Li D, Liu J, Zhang M, Zheng S, Han X. Concern for mianzi: Relations with adjustment in rural and urban Chinese adolescents. Child Dev 2024; 95:114-127. [PMID: 37417935 DOI: 10.1111/cdev.13964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Revised: 05/22/2023] [Accepted: 06/08/2023] [Indexed: 07/08/2023]
Abstract
The present study examined relations between concern for mianzi, or the social perception of one's prestige and standing in the group, and adjustment in Chinese adolescents. Participants were seventh- and ninth-grade students in rural and urban regions of China (n = 794, Mage = 14 years). Data were obtained from multiple sources including peer assessments, teacher ratings, self-reports, and school records. The results showed that concern for mianzi was associated with social competence, leadership, academic achievement, as well as aggression and mixed peer relationships in rural adolescents. In contrast, concern for mianzi was associated with comprehensive social, school, and psychological adjustment problems in urban adolescents. The results indicate the role of context in shaping the relations between adolescents' concern for mianzi and adjustment.
Collapse
Affiliation(s)
- Xinyin Chen
- Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Jiaxi Zhou
- Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Dan Li
- Department of Psychology, Shanghai Normal University, Shanghai, China
| | - Junsheng Liu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Minghao Zhang
- School of Educational Science, Ludong University, Yantai, China
| | - Shujie Zheng
- School of Educational Science, Ludong University, Yantai, China
| | - Xianguo Han
- Department of Psychology, Shanghai Normal University, Shanghai, China
| |
Collapse
|
8
|
Zhang K, Duan J, Gest S, Chen X, Liu J, Li D, French DC. Peer relationships mediate the pathways from behavioral qualities to United States and Chinese children's loneliness. Child Dev 2024; 95:e21-e34. [PMID: 37561124 DOI: 10.1111/cdev.13982] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2022] [Revised: 06/21/2023] [Accepted: 07/05/2023] [Indexed: 08/11/2023]
Abstract
Loneliness is a perceived deficit in social relationships that is nested within broader cultural meaning systems. This longitudinal study examined predictors of loneliness in Chinese and U.S. children with the hypothesis that peer relationship parameters (number of friends, social preference, and popularity) mediate the associations between behavior qualities and loneliness differently across countries. Fifth-grade Chinese (n = 576, Mage = 10.58 years) and U.S. (White, Black, Asian, n = 540; Mage = 10.23 years) children completed two waves of assessment within an academic year. Shyness and athletic competence more strongly predicted loneliness for U.S. children, and academic ability, and aggression more strongly predicted loneliness for Chinese children. Popularity was a mediator for U.S. children but not Chinese children.
Collapse
Affiliation(s)
- Keqin Zhang
- Department of Human Development and Family Science, Purdue University, West Lafayette, Indiana, USA
| | - Jingyi Duan
- Department of Psychology, Fudan University, Shanghai, China
| | - Scott Gest
- School of Education and Human Development, University of Virginia, Charlottesville, Virginia, USA
| | - Xinyin Chen
- Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Junsheng Liu
- Department of Psychology, East China Normal University, Shanghai, China
| | - Dan Li
- Department of Psychology, Shanghai Normal University, Shanghai, China
| | - Doran C French
- Department of Human Development and Family Science, Purdue University, West Lafayette, Indiana, USA
| |
Collapse
|
9
|
Leggett-James MP, Laursen B. More about being fun: Making friends to maximize social status. J Pers 2023. [PMID: 38014722 DOI: 10.1111/jopy.12899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 10/25/2023] [Indexed: 11/29/2023]
Abstract
OBJECTIVE Children perceived by peers as someone who is fun reap interpersonal rewards, but little is known about what makes someone fun or how being fun leads to social success. The present study is designed to identify what qualities makes someone fun and how being fun leads to social success. METHOD Two studies of children in primary and middle school are reported. Participants in the present investigation attended a public-school representative of Florida school children in terms of ethnicity and income. In the first study, 351 (179 girls, 172 boys) students (8-11 years old) completed surveys twice (M = 8.5 weeks apart) during an academic year, describing the qualities of "someone who is fun." RESULTS At both time points, kindness and humor were rated as more important than buffoonery. In the second study, 394 (210 girls, 184 boys) students (8-13 years old) completed peer nomination surveys thrice (M = 8.5 weeks apart) during an academic year. Replicating previous findings, being fun predicted increases in social status (i.e., likeability and popularity). CONCLUSIONS Unique to this study, full longitudinal mediation analyses indicated that being perceived as fun early in the school year predicted friend gain from the beginning to the middle of the school year, which, in turn, predicted increases in perceived likeability and popularity from the middle to the end of the school year. The findings were unique to being fun. Kindness and humor did not predict friend gain.
Collapse
Affiliation(s)
| | - Brett Laursen
- Department of Psychology, Florida Atlantic University, Boca Raton, Florida, USA
| |
Collapse
|
10
|
Slagter SK, Gradassi A, van Duijvenvoorde ACK, van den Bos W. Identifying who adolescents prefer as source of information within their social network. Sci Rep 2023; 13:20277. [PMID: 37985792 PMCID: PMC10662136 DOI: 10.1038/s41598-023-46994-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Accepted: 11/07/2023] [Indexed: 11/22/2023] Open
Abstract
Adolescents are highly influenced by their peers within their social networks. This social influence can stem from both unsolicited peer pressure and the active search for guidance. While extensive research examined the mechanisms of peer pressure, little is known about who adolescents prefer as a source of information. To address this gap, we conducted two independent studies using a novel social search paradigm that allows participants to choose which social sources they wish to observe. In both studies, adolescents demonstrated a preference for their friends over non-friends, as well as for peers who were perceived as trustworthy. Across both studies, we found mixed evidence for the role of perceived popularity as a selection criterion. Notable, study 2 revealed the significance of "cool", "admirable" and "acting mean" as additional characteristics of preferred peers, traits that are often associated with elevated peer status. It also revealed an interest for peers perceived as being smart. These findings highlight the active role adolescents have in choosing social sources and emphasize the importance of multiple peer characteristics. Future research should investigate whether adolescents' interest in these types of peers is contingent upon specific social contexts, age groups, and peer cultures.
Collapse
Affiliation(s)
- Scarlett K Slagter
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, 1001 NK, The Netherlands.
| | - Andrea Gradassi
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, 1001 NK, The Netherlands
| | - Anna C K van Duijvenvoorde
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
| | - Wouter van den Bos
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, 1001 NK, The Netherlands
- Amsterdam Brain and Cognition, University of Amsterdam, Amsterdam, The Netherlands
- Max Planck Institute for Human Behavior, Berlin, Germany
| |
Collapse
|
11
|
Liang W, Yang Y, Zhang Y, Zhang L, Wang C, Chen J. Clique Hierarchy Moderates the Association between Social Preference and Defending Behaviors in Early Adolescence: The Role of Gender Differences. J Youth Adolesc 2023; 52:2285-2299. [PMID: 37453979 DOI: 10.1007/s10964-023-01825-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 07/09/2023] [Indexed: 07/18/2023]
Abstract
Although social preference promotes adolescents' defending behaviors, its potential mechanisms across gender cliques remain unclear from the group dynamic perspective. This study investigated 2470 Chinese early adolescents (49% girls, Mage = 14.40, SD = 0.58) to explore how social preference and clique hierarchy are associated with defending behaviors and whether these associations differ across gender-specific cliques. The results revealed that social preference was positively related to defending behaviors in boys' cliques, but negatively in girls' cliques. Furthermore, the association was strengthened by hierarchization in boys' cliques but was weakened in girls' cliques, while the status structure strengthened the association in boys' but not girls' cliques. These findings hold crucial implications for understanding and promoting defending behaviors among adolescents.
Collapse
Affiliation(s)
- Wenyu Liang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yang Yang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yunyun Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China.
| | - Libin Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Chenxu Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Jiayi Chen
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| |
Collapse
|
12
|
Henricks LA, Lange WG, Luijten M, van den Berg YHM, Stoltz SEMJ, Cillessen AHN, Becker ES. The longitudinal link between popularity, likeability, fear of negative evaluation and social avoidance across adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:720-734. [PMID: 36724545 DOI: 10.1111/jora.12833] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 12/12/2022] [Accepted: 01/10/2023] [Indexed: 06/18/2023]
Abstract
This study investigated the longitudinal bidirectional associations between likeability, popularity, fear of negative evaluation, and social avoidance, to aid in preventing the negative consequences and persistent trajectories of low social status and heightened social anxiety. In total, 1741 adolescents in grades 7-9 participated at 3 yearly waves. A self-report questionnaire measured fear of negative evaluation. Peer nominations assessed likeability, popularity, and social avoidance. Lower popularity predicted more avoidance, and vice versa. More avoidance was related to lower likeability over time. Being less popular and/or more liked by peers, increased fear of negative evaluation. Support for a transactional model between social anxiety and social status was found, but distinguishing different social status and social anxiety components is necessary.
Collapse
Affiliation(s)
- Lisan A Henricks
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Wolf-Gero Lange
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Maartje Luijten
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | | | | | | | - Eni S Becker
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| |
Collapse
|
13
|
Hu Y, Bullock A, Zhou Y, Liu J. Moderating effect of classroom sociable norm on the relations between unsociability and internalizing problems in Chinese adolescents. Front Psychiatry 2023; 14:1168342. [PMID: 37363181 PMCID: PMC10285526 DOI: 10.3389/fpsyt.2023.1168342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/17/2023] [Accepted: 05/22/2023] [Indexed: 06/28/2023] Open
Abstract
Objectives The goal of the present study was to examine the moderating effect of classroom sociable norm on the relations between unsociability and internalizing problems (the indicators included depression, loneliness and self-esteem) in Chinese adolescents. Methods Participants were N = 1,160 adolescents in Grade 4-8 from Shanghai, People's Republic of China. They completed questionnaires about unsociability, sociability, and social preference via peer nominations, while depression, loneliness, and self-esteem were collected via self-report. Results It was found that unsociability was positively associated with depression and loneliness, and negatively associated with self-esteem. Moreover, the relations between unsociability and indicators of internalizing problems were moderated by classroom sociable norm. More specifically, the significant positive associations between unsociability and depression and loneliness were stronger in classrooms with high sociable norm, and the negative association between unsociability and self-esteem was only significant in such classrooms. Conclusion The findings suggest that classroom sociable norm plays an important role in unsociable adolescents' psychological adjustment in China. Researchers should focus more on the influence of classroom environment on adolescents' development in future.
Collapse
Affiliation(s)
- Yihao Hu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Amanda Bullock
- Department of Psychology, Carleton University, Ottawa, ON, Canada
| | - Ying Zhou
- China Executive Leadership Academy Pudong, Pudong, China
| | - Junsheng Liu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- Shanghai Changning Mental Health Center, Shanghai, China
| |
Collapse
|
14
|
Social goals and gains of adolescent bullying and aggression: A meta-analysis. DEVELOPMENTAL REVIEW 2023. [DOI: 10.1016/j.dr.2023.101073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
|
15
|
Țepordei AM, Zancu AS, Diaconu-Gherasim LR, Crumpei-Tanasă I, Măirean C, Sălăvăstru D, Labăr AV. Children's peer relationships, well-being, and academic achievement: the mediating role of academic competence. Front Psychol 2023; 14:1174127. [PMID: 37251055 PMCID: PMC10219606 DOI: 10.3389/fpsyg.2023.1174127] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 04/25/2023] [Indexed: 05/31/2023] Open
Abstract
The present study aimed to explore the interplay among two indicators of children's school peer relationships (i.e., peer acceptance and perceived number of friends) and two significant life domains (i.e., global life satisfaction and academic achievement). We also explored the potential mediating role of the perceived academic competence in these relations. Participants were 650 Romanian primary school students (45.7% boys), aged between 9 and 12 years old (Mage = 10.99). Path analysis showed a direct positive effect of perceived number of friends on children's life satisfaction, as well as a direct positive effect of peer acceptance on academic achievement. Moreover, perceived academic competence mediated the links between each of the two indicators of peer relationships and children's both life satisfaction and achievement. Several implications in the educational contexts are discussed.
Collapse
|
16
|
Andrews NCZ, Cillessen AHN, Craig W, Dane AV, Volk AA. Bullying and the Abuse of Power. INTERNATIONAL JOURNAL OF BULLYING PREVENTION : AN OFFICIAL PUBLICATION OF THE INTERNATIONAL BULLYING PREVENTION ASSOCIATION 2023:1-10. [PMID: 37361638 PMCID: PMC10112998 DOI: 10.1007/s42380-023-00170-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/03/2023] [Indexed: 06/28/2023]
Abstract
Dan Olweus pioneered research on school bullying and identified the importance of, and risk factors associated with, bullying and victimization. In this paper, we conduct a narrative review of the critical notion of power within bullying. Specifically, we discuss Olweus's definition of bullying and the role of a power imbalance in distinguishing bullying behavior from other forms of aggression. Next, we discuss the changing nature of research on aggression (and the adaptiveness of aggression) throughout the years, the important role of power in these changes, and how the concept of power in relationships has helped elucidate the developmental origins of bullying. We discuss bullying interventions and the potential opportunities for interventions to reduce bullying by making conditions for bullying less favorable and beneficial. Finally, we discuss bullying and the abuse of power that extends beyond the school context and emerges within families, workplaces, and governments. By recognizing and defining school bullying as an abuse of power and a violation of human rights, Olweus has laid the foundation and created the impetus for researching and addressing bullying. This review highlights the importance of examining abuses of power not only in school relationships, but across human relationships and society in general.
Collapse
Affiliation(s)
- Naomi C. Z. Andrews
- Department of Child and Youth Studies, Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1 Canada
| | - Antonius H. N. Cillessen
- Behavioural Science Institute, Radboud University, Radboud University, Houtlaan 4, Nijmegen, 6525 XZ The Netherlands
| | - Wendy Craig
- Department of Psychology, Queen’s University, Humphrey Hall, 62 Arch Street, Kingston, ON K7L 3N6 Canada
| | - Andrew V. Dane
- Department of Psychology, Brock University, 1812 Sir Isaac Brock Way, St Catharines, ON L2S 3A1 Canada
| | - Anthony A. Volk
- Department of Child and Youth Studies, Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1 Canada
| |
Collapse
|
17
|
Chen J, Liang Y, Xiong Y, Li S, Li T, Ren P. Joint Developmental Trajectories of Likability and Popularity: Associations with Social Behavior among Chinese Adolescents. J Youth Adolesc 2023; 52:866-879. [PMID: 36719627 DOI: 10.1007/s10964-023-01736-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Accepted: 01/13/2023] [Indexed: 02/01/2023]
Abstract
The beginning of secondary school is a critical time point of adolescents' development as they entered a new peer context in which social status was re-established. As the key indicators of social status, likability and popularity co-occur but also display distinct developmental trajectories over time. Nevertheless, little is known about the joint developmental trajectories of likability and popularity among adolescents and how identified trajectories are associated with important social behavior. The current study examined the joint developmental trajectories of likability and popularity among Chinese adolescents and their associations with social behavior (prosocial behavior, aggression, and peer victimization) over time. A total of 1509 Chinese 7th grade students (53.6% male, Mage = 13.1, SD = 0.67) participated in self-report and peer nomination assessments on three occasions at 6-month intervals. Parallel process latent growth mixture models revealed four distinct trajectories of likability and popularity: social status decreasing, average, high social status, and social status increasing. The high social status group showed the highest levels of prosocial behavior, the lowest levels of peer victimization, and higher aggression than the average group. The social status decreasing group and social status increasing group exhibited the lower prosocial behavior as well as the higher aggression and peer victimization compared to the average group over time. The findings highlight the co-occurrence but diversity of developmental patterns of likability and popularity in adolescence.
Collapse
Affiliation(s)
- Jiahui Chen
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Yiting Liang
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Yuke Xiong
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Simeng Li
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Tian Li
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China.
| |
Collapse
|
18
|
Fisher-Grafy H, Meyer S. Exploring Intergroup Peer Exclusion: Validation of the Latency Social-Psychological Developmental Questionnaire (LSPD). CHILDREN 2023; 10:children10030543. [PMID: 36980101 PMCID: PMC10046949 DOI: 10.3390/children10030543] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 03/01/2023] [Accepted: 03/11/2023] [Indexed: 03/14/2023]
Abstract
Intergroup peer exclusion has been studied mainly from a pathological aspect. Currently, methods of diagnosis and treatment focus on this pathological point of view. Qualitative research has revealed that social intergroup peer exclusion has a role in the developmental task of the latency stage. The study’s main aim was to develop and validate a quick and easy quantitative questionnaire for use in a school setting that reflects the social developmental variables exposed in previous qualitative research. The 32-item Latency Social-Psychological Developmental questionnaire (LSPD) and the Loneliness and Social Dissatisfaction Questionnaire were administered to 20 Grade 4 and Grade 5 classes at four co-ed public elementary schools (N = 373 participants). Factor analysis revealed six developmental factors, and correlations were found between these factors and loneliness. The LSPD is a tool for assessing latency stage development among children who experienced exclusion as well as the developmental status of the entire class. The LSPD can assist in identifying specific development areas to focus on in treatment and intervention.
Collapse
Affiliation(s)
- Hanna Fisher-Grafy
- Department of Education, Talpiot College of Education, Holon 58500, Israel
- Correspondence: ; Tel.: +972-54-429-1460
| | - Sonya Meyer
- Department of Occupational Therapy, Ariel University, Ariel 40700, Israel;
| |
Collapse
|
19
|
How popularity goal and popularity status are related to observed and peer-nominated aggressive and prosocial behaviors in elementary school students. J Exp Child Psychol 2023; 227:105590. [PMID: 36446163 DOI: 10.1016/j.jecp.2022.105590] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 10/31/2022] [Accepted: 11/04/2022] [Indexed: 11/27/2022]
Abstract
Whereas previous research with secondary school students has demonstrated that popularity goals and actual popularity status are related to peer-reported aggression, it is unclear whether this is already the case in the upper grades of elementary school. The current study extends previous research by assessing elementary school students, focusing on both aggressive and prosocial behaviors, and importantly by observing aggressive and prosocial behaviors in cooperative and competitive small-group settings. Participants were 173 Dutch fifth- and sixth-grade students (58.2% girls; Mage = 11.11 years, SD = 0.72), who self-reported popularity goals and nominated peers for popularity, aggressive behavior, and prosocial behavior. Participants' behavior in a cooperative task and a competitive task, completed in groups of 4, was observed. Results show that popularity goal was related to high levels of aggression according to peers (only for boys) and to low levels of prosocial behavior across reporters and settings. Actual popularity status was related to high levels of strategic aggression across reporters and settings and additional high levels of strategic prosocial behavior in a cooperative setting. Thus, the current study demonstrates that popularity goal is already related to social behavior in elementary school and that desired and actual popularity are not only predictive of the behavior as perceived by peers but also predictive of observed behaviors during group interactions.
Collapse
|
20
|
Marinucci M, Pancani L, Riva P. Exploring the peer status prototypes: A large-scale latent profile analysis on high-school students from four European countries. Scand J Psychol 2023; 64:40-52. [PMID: 35938836 PMCID: PMC10087329 DOI: 10.1111/sjop.12863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Revised: 06/17/2022] [Accepted: 07/20/2022] [Indexed: 01/11/2023]
Abstract
Peer status - the regard other group members have of an individual - is fundamental for youth development. Different research traditions developed independent theoretical frameworks conceiving the dimensions underlying social status, and this led to identifying a variety of peer status prototypes. In this work, we explored whether a classification based on the four dimensions of popularity, aggression, dislike, and victimization could integrate the scattered peer status profiles found in the different traditions. A latent profile analysis on 16,224 European students identified the peer status prototypes of popular, bullies, disliked, victims, and average students. Both the peer- and self-reported correlates supported that the five profiles accounted for the large variety of the students' profiles in the literature. These findings suggest that the adoption of a multidimensional approach supported by advanced statistical procedures could identify students' peer status profiles more effectively, replacing classifications based on cutoffs, and leading to a unified students' classification.
Collapse
Affiliation(s)
| | | | - Paolo Riva
- University of Milano-Bicocca, Milano, Italy
| |
Collapse
|
21
|
Laursen B, Leggett-James MP, Valdes OM. Relative likeability and relative popularity as sources of influence in children's friendships. PLoS One 2023; 18:e0283117. [PMID: 37172045 PMCID: PMC10180626 DOI: 10.1371/journal.pone.0283117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2022] [Accepted: 03/02/2023] [Indexed: 05/14/2023] Open
Abstract
The present study contrasts two forms of peer status as sources of friend influence: Relative likeability and relative popularity. Participants included 310 children (142 boys, 168 girls), ages 9 to 12, in stable reciprocated friendships. Peer nominations were collected at two time points, 8 to 14 weeks apart. After removing overlapping variance through residualization, partners in each friend dyad were categorized into roles on the basis of relative (to the partner) popularity and relative (to the partner) likeability. Dyadic analyses compared more- and less-liked friends and more- and less-popular friends in terms of their influence over physical aggression, relational aggression, prosocial behavior, and academic achievement. Higher initial relational aggression, prosocial behavior, and academic achievement among more-liked partners predicted greater increases in the same among less-liked partners, but not the reverse. Unexpectedly, physical aggression among less-liked partners predicted increases in physical aggression among more-liked partners. More popular friends did not influence less popular friends on any of these variables, although (also unexpectedly) less-popular friends influenced the academic achievement of more-popular friends. Taken together, the findings suggest that during the pre- and early adolescent years, relative influence within a friendship tends to be apportioned on the basis of likeability, not popularity.
Collapse
Affiliation(s)
- Brett Laursen
- Florida Atlantic University, Boca Raton, Florida, United States of America
| | | | - Olivia M Valdes
- Florida Atlantic University, Boca Raton, Florida, United States of America
| |
Collapse
|
22
|
Wiertsema M, Vrijen C, van der Ploeg R, Sentse M, Kretschmer T. Bullying perpetration and social status in the peer group: A meta-analysis. J Adolesc 2023; 95:34-55. [PMID: 36281722 PMCID: PMC10092515 DOI: 10.1002/jad.12109] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 10/07/2022] [Accepted: 10/10/2022] [Indexed: 01/07/2023]
Abstract
INTRODUCTION Associations between bullying perpetration and social status vary, not only between different facets of social status but also between bullying in primary versus secondary school. The main aim of the present study was to meta-analyse existing evidence regarding the prospective associations between bullying perpetration and various facets of social status, that is, popularity, peer acceptance, peer rejection, and social preference. METHODS Electronic databases were searched to identify studies on bullying perpetration and later social status published up to January 17, 2022. Multilevel random effects models were performed using Metafor and differences in effect sizes as a function of substantive and methodological moderators were tested. RESULTS In total, 116 effects were included from 18 publications, reporting on 17 different samples and more than 15,000 participants (mean age bullying assessment = 11.57 years, on average 51% female participants). Most samples were from the United States (7) or Europe (7). Overall, bullies were more popular, but also more rejected and scored lower on social preference compared with non-bullies. These associations remained when effects were adjusted for previous social status and other confounders. No link between bullying perpetration and acceptance was found. There was little evidence that effect sizes differed as a function of moderators. CONCLUSIONS Bullies become more popular over time, but also have a higher risk of being rejected and being less socially preferred. Bullying perpetrators are more popular but also more rejected by their peers. There is no evidence that these links differ depending on sex or age at which perpetrators bully, reporter or type of bullying.
Collapse
Affiliation(s)
- Maria Wiertsema
- Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, Netherlands
| | - Charlotte Vrijen
- Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, Netherlands
| | | | - Miranda Sentse
- Institute of Criminal Law and Criminology, Leiden University, Leiden, Netherlands
| | - Tina Kretschmer
- Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, Netherlands
| |
Collapse
|
23
|
Zimmer-Gembeck MJ, Rudolph JI, Gardner AA. Are you looking at me? A longitudinal vignette study of adolescent appearance rejection sensitivity and coping with peer evaluation. Body Image 2022; 43:253-263. [PMID: 36201861 DOI: 10.1016/j.bodyim.2022.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Revised: 09/14/2022] [Accepted: 09/15/2022] [Indexed: 11/15/2022]
Abstract
Appearance rejection sensitivity (ARS) refers to anxiously over-expecting rejection because of perceived appearance flaws. ARS has been associated with poorer mental health, which suggests coping with stress may be negatively affected by ARS. In this study, we investigated if ARS was related to adolescents' emotions and ways of coping with negative appearance evaluation two years later (T2). Other potential correlates of emotions and ways of coping were also tested, including peer appearance teasing, social anxiety, and gender, as well as reports of victimization, social status, and attractiveness gathered from peers. At Time 1 (T1), 329 adolescents (M = 13.9 years, 54% girls) self-reported their ARS, experience of appearance teasing, and social anxiety. T1 appearance victimization, popularity, and attractiveness were measured using peer nominations, and peer likeability was measured with peer ratings. At T2, participants' emotions and coping were measured using vignettes portraying appearance evaluation by peers. In regression models, T1 ARS, appearance teasing, social anxiety and female gender were associated with more T2 negative emotions, social withdrawal, rumination, and (except for social anxiety) thoughts about appearance change. ARS was not significantly associated with T2 positive thinking or support seeking. No peer-report measure was significantly associated with T2 outcomes.
Collapse
Affiliation(s)
- Melanie J Zimmer-Gembeck
- Griffith University, School of Applied Psychology and Menzies Health Institute of Queensland, Australia.
| | - Julia I Rudolph
- Griffith University, School of Applied Psychology, Australia
| | - Alex A Gardner
- Griffith University, School of Applied Psychology and Menzies Health Institute of Queensland, Australia
| |
Collapse
|
24
|
Guo D, Li C. Peer status buffers the detrimental Effects of peer victimization on School Burnout among chinese adolescents via negative cognition. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03867-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
|
25
|
Eye gaze and visual attention as a window into leadership and followership: A review of empirical insights and future directions. THE LEADERSHIP QUARTERLY 2022. [DOI: 10.1016/j.leaqua.2022.101654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
|
26
|
Guimond FA, Altman R, Vitaro F, Brendgen M, Laursen B. The Interchangeability of Liking and Friend Nominations to Measure Peer Acceptance and Friendship. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022; 46:358-367. [PMID: 36034647 PMCID: PMC9417047 DOI: 10.1177/01650254221084097] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/29/2023]
Abstract
Two studies examine the convergence between measures of friendship and measures of liking in the assessment of friendship and peer acceptance. In the first study, 551 (301 boys and 250 girls) Canadian primary school children (ages 8 to 11) nominated friends and liked-most classmates. In the second study, 282 (127 boys and 155 girls) U.S. primary school children (ages 9 to 11) nominated friends and rated classmates on a sociometric preference scale. The results revealed considerable convergence in the assessment of friendship. Most 1st, 2nd, and 3rd ranked friends were also nominated and rated as liked-peers, suggesting that when measures of liking are used to identify friends, few top-ranked friendships are overlooked. There was less convergence in assessments of peer acceptance. Peer acceptance scores derived from friend nominations were more strongly correlated with peer acceptance scores derived from liking nominations than with those derived from sociometric preference ratings. We conclude that liking nominations accurately capture friendships, particularly best friendships. Friend nominations may be a suitable substitute for assessments of liking, but they are a poor substitute for assessments of sociometric preference.
Collapse
Affiliation(s)
| | - Robert Altman
- Department of Psychology, Florida Atlantic University, United-States
| | - Frank Vitaro
- School of Psycho-education, University of Montreal, Canada
- Ste. Justine Hospital Research Centre, Montreal, Canada
| | - Mara Brendgen
- Ste. Justine Hospital Research Centre, Montreal, Canada
- Department of Psychology, University of Quebec at Montreal, Canada
| | - Brett Laursen
- Department of Psychology, Florida Atlantic University, United-States
| |
Collapse
|
27
|
Favre CA, Aksoy D, Janousch C, Garrote A. Peer Status as a Potential Risk or Protective Factor: A Latent Profile Analysis on Peer Status and Its Association with Internalizing Symptoms in Adolescents with and without Parental Physical Abuse Experience. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9050599. [PMID: 35626776 PMCID: PMC9139603 DOI: 10.3390/children9050599] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Revised: 04/14/2022] [Accepted: 04/20/2022] [Indexed: 05/27/2023]
Abstract
Research has well established that parental physical abuse experiences can lead to devastating consequences for adolescents, with peer relationships acting as both protective and risk factors. With the person-centered latent profile analysis (LPA), we analyzed questionnaire data from a cross-sectional study in 2020 composed of a sample of 1959 seventh-grade high school students from Switzerland. This study investigated and compared peer-status profiles combining peer acceptance and peer popularity for adolescents with and without parental physical abuse experiences. We conducted a multinomial logistic regression analysis to investigate further depression, anxiety, and dissociation as predictors of profile membership. With LPA, we identified three distinct profiles for adolescents within the subgroup with experiences of parental physical abuse (n = 344), namely liked, liked-popular, and rejected-unpopular. Within the subgroup of adolescents without parental physical abuse experiences (n = 1565), LPA revealed four profiles, namely liked, liked-popular, rejected-unpopular, and average. For adolescents with parental physical abuse experiences, higher levels of dissociation significantly indicated they were more likely to belong to the rejected-unpopular group than belong to the liked group. Anxious students without experiences of parental physical abuse were more likely to belong to the rejected-unpopular and liked profiles than belong to the liked-popular and average profiles. These findings clearly argue for a deeper understanding of the role of parental physical abuse when analyzing the relationship between dissociation and anxiety and peer status. Operationalizing peer status with the four individual dimensions of likeability, rejection, popularity, and unpopularity was valuable in that the role of peer rejection with respect to different internalizing symptoms became apparent.
Collapse
|
28
|
Adaptation of Questionnaire about Aggressive Beliefs and Attitudes in Spanish Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095050. [PMID: 35564445 PMCID: PMC9105108 DOI: 10.3390/ijerph19095050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 04/08/2022] [Accepted: 04/12/2022] [Indexed: 01/27/2023]
Abstract
Aggressive beliefs and attitudes are increasingly present in adolescents, and it can be argued that they are a prevalent feature of adolescence. Michel, Pace, Edun, Sawhney, and Thomas’s (2014) original thirty-item scale was later shortened to a more parsimonious eight-item scale (ABA-SF). This study addresses the adaptation and validation of the brief Aggressive Beliefs and Attitudes Scale to Spanish adolescents. The sample comprised a group of Spanish adolescents (N = 771, M age = 14.01 years). A total of two studies were undertaken: (1) the scale was translated into Spanish and its internal consistency, factorial structure and convergent validity were established; and (2) factorial analysis was undertaken to confirm the questionnaire. The results yielded high scores for internal consistency, reliability (α = 0.82; Ω = 0.83) and convergent validity. The examination of the underlying nomological network revealed links with positive and negative feelings, anxiety and aggression. According to the Exploratory Factorial Analysis (EFA), the aggregate variance of the factors in the scale was 65.814%, indicating that they can explain variations in aggression levels in adolescents. For its part, the Factorial Confirmatory Analysis (FCA) confirmed the match between the translation and the model, leading to a sustainable model composed by the three factors identified and eight items: χ2 (17) = 30.693; p < 0.001; χ2/gL = 1.805; CFI = 0.968; NFI = 0.837; TLI = 0.944; RMSEA = 0.060, IC del 95% (0.048−0.072). The short scale is easy to understand and quick to complete and is thus considered a useful instrument to assess aggression levels in adolescents.
Collapse
|
29
|
Bruine M, Denissen JJA, Giletta M. Disentangling the effects of peer status and peer victimization on perceived physical health in adolescence. J Adolesc 2022; 94:435-447. [DOI: 10.1002/jad.12038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Accepted: 02/10/2022] [Indexed: 11/06/2022]
Affiliation(s)
- Marieke Bruine
- Department Developmental Psychology Tilburg University Tilburg The Netherlands
| | - Jaap J. A. Denissen
- Department of Developmental Psychology Utrecht University Utrecht The Netherlands
| | - Matteo Giletta
- Department Developmental Psychology Tilburg University Tilburg The Netherlands
- Department of Developmental, Personality and Social Psychology Ghent University Ghent Belgium
| |
Collapse
|
30
|
O'Mealey M, Mayeux L. Similarities and Differences in Popular Peers in Adolescence and Emerging Adulthood. The Journal of Genetic Psychology 2021; 183:152-168. [PMID: 34951570 DOI: 10.1080/00221325.2021.2019666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The transition to emerging adulthood is accompanied by shifts in social ecology that influence the attributes that garner popularity among peers. The goal of this study was to compare descriptions of popular high school and college peers. Participants were 218 college undergraduates (70% female, mean age 19.6 years) at a large, public Midwestern university. Participants provided descriptions of their popular male and female college peers, and retrospective descriptions of their popular male and female high school peers. Descriptions were coded into one of 11 content categories and rated for their valence. Popular high school students were described in terms of their appearance, wealth, and athletic ability. Popular college students were described in terms of their prosocial behavior, peer interactions, social competencies, and involvement in campus groups. Emerging adulthood may bring a shift in the meaning of popularity toward more prosocial attributes and behaviors that facilitate the development of positive relationships with others.
Collapse
Affiliation(s)
| | - Lara Mayeux
- Psychology, University of Oklahoma, Norman, OK, USA
| |
Collapse
|
31
|
Pinho ADS, Molleman L, Braams BR, van den Bos W. Majority and popularity effects on norm formation in adolescence. Sci Rep 2021; 11:12884. [PMID: 34145360 PMCID: PMC8213745 DOI: 10.1038/s41598-021-92482-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 06/09/2021] [Indexed: 01/03/2023] Open
Abstract
Personal norms consist of individuals' attitudes about the appropriateness of behaviour. These norms guide adolescents' behaviour in countless domains that are fundamental for their social functioning and well-being. Peers are known to have a marked influence on adolescent risk-taking and prosocial behaviour, but little is known about how peers shape personal norms underlying those behaviours. Here we show that adolescents' personal norms are decisively moulded by the norms of the majority and popular peers in their social network. Our experiment indicates that observing peer norms substantially impacts adolescents' normative evaluation of risk-taking and prosocial behaviours. The majority norm had a stronger impact than the norm of a single popular peer, and norm adjustments were largest when adolescents observed strong disapproval of risk-taking or strong approval of prosocial behaviour. Our study suggests that learning about peer norms likely promotes adolescents to hold views and values supporting socially desirable behaviour.
Collapse
Affiliation(s)
- Ana da Silva Pinho
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands.
| | - Lucas Molleman
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Amsterdam Brain and Cognition, University of Amsterdam, Amsterdam, The Netherlands
| | - Barbara R Braams
- Faculty of Behavioral and Movement Sciences, Department of Clinical, Neuro- and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Wouter van den Bos
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Amsterdam Brain and Cognition, University of Amsterdam, Amsterdam, The Netherlands
| |
Collapse
|
32
|
van Aalst DAE, van Tubergen F. More popular because you're older? Relative age effect on popularity among adolescents in class. PLoS One 2021; 16:e0249336. [PMID: 33951033 PMCID: PMC8099083 DOI: 10.1371/journal.pone.0249336] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Accepted: 03/16/2021] [Indexed: 11/19/2022] Open
Abstract
Previous studies have found a significant effect of pupil's month of birth on their school- and sports performances. The current study investigates whether this so-called relative age effect also exists in a rather unexplored domain, namely popularity among adolescents in school classes. Whereas prior studies examined relative age related to the cut-off date at primary school entry, we also study possible relative age effects regarding the age composition within pupils' current school class. Data are from nationally-representative surveys among 14-15 year-old pupils from the Netherlands, Sweden and England. Results indicate a statistically significant positive relation of both types of relative age with popularity status in classes. The relation of past relative age is particularly strong in England, which has a system of social promotion, whereas current relative age is strong in the Netherlands, with its system of grade retention. These findings underscore the importance of education policy.
Collapse
|
33
|
The Role of Aggressive Peer Norms in Elementary School Children's Perceptions of Classroom Peer Climate and School Adjustment. J Youth Adolesc 2021; 50:1582-1600. [PMID: 33864568 PMCID: PMC8270866 DOI: 10.1007/s10964-021-01432-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Accepted: 03/30/2021] [Indexed: 11/29/2022]
Abstract
Although prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.
Collapse
|
34
|
Mitic M, Woodcock KA, Amering M, Krammer I, Stiehl KAM, Zehetmayer S, Schrank B. Toward an Integrated Model of Supportive Peer Relationships in Early Adolescence: A Systematic Review and Exploratory Meta-Analysis. Front Psychol 2021; 12:589403. [PMID: 33716860 PMCID: PMC7947339 DOI: 10.3389/fpsyg.2021.589403] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 01/06/2021] [Indexed: 12/30/2022] Open
Abstract
Supportive peer relationships (SPR) are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links with 93 variables referring to individual (identity, skills/strengths, affect/well-being, and behavior/health) and environmental (peer group, school, family, community, and internet/technology) potential influences on SPR based on cross-sectional correlational data. Findings suggest the central importance of identity and social-emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth's social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field.
Collapse
Affiliation(s)
- Marija Mitic
- D.O.T. Research Group for Mental Health of Children and Adolescents, Ludwig Boltzmann Society at Karl Landsteiner University of Health Sciences, Krems on the Danube, Austria
| | - Kate A. Woodcock
- Centre for Applied Psychology, School of Psychology, University of Birmingham, Birmingham, United Kingdom
| | - Michaela Amering
- Clinical Division of Social Psychiatry, Department of Psychiatry and Psychotherapy, Medical University of Vienna, Vienna, Austria
| | - Ina Krammer
- D.O.T. Research Group for Mental Health of Children and Adolescents, Ludwig Boltzmann Society at Karl Landsteiner University of Health Sciences, Krems on the Danube, Austria
| | - Katharina A. M. Stiehl
- D.O.T. Research Group for Mental Health of Children and Adolescents, Ludwig Boltzmann Society at Karl Landsteiner University of Health Sciences, Krems on the Danube, Austria
| | - Sonja Zehetmayer
- Centre for Medical Statistics, Informatics and Intelligent Systems, Medical University of Vienna, Vienna, Austria
| | - Beate Schrank
- D.O.T. Research Group for Mental Health of Children and Adolescents, Ludwig Boltzmann Society at Karl Landsteiner University of Health Sciences, Krems on the Danube, Austria
- Department of Psychiatry and Psychotherapy, University Hospital Tulln, Karl Landsteiner University of Health Sciences, Tulln, Austria
| |
Collapse
|
35
|
Marengo D, Fabris MA, Prino LE, Settanni M, Longobardi C. Student-teacher conflict moderates the link between students' social status in the classroom and involvement in bullying behaviors and exposure to peer victimization. J Adolesc 2021; 87:86-97. [PMID: 33545582 DOI: 10.1016/j.adolescence.2021.01.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 01/20/2021] [Accepted: 01/24/2021] [Indexed: 11/20/2022]
Abstract
INTRODUCTION Student-teacher relationships have been shown to influence bullying-related behaviors in students. In this study we considered the moderating role of student-teacher conflict and students' social status in the classroom and involvement in bullying behaviors and peer victimization. METHODS Sample consisted of 1742 students (47.2% females, mean age = 10.79; SD = 1.36; range = 8-14) clustered in 113 classrooms, of which 1017 (58.4%) attended primary schools and 725 (41.6%) attended lower secondary schools. We implemented a series of multilevel analyses aimed at determining the role of student-teacher conflict, and students' social status among classroom peers (i.e., average, popular, rejected, neglected, and controversial statuses), as well their interaction, in influencing verbal, physical, and social forms of bullying and victimization at school. RESULTS Student-teacher conflict had a significant positive effect on all bullying and victimization variables. Regarding students' social status, rejected students showed increased bullying and victimization when compared with average students, except in social bullying. Significant interactions emerged indicating that a highly conflictual student-teacher relationship exacerbated bullying behaviors and the risk of victimization among rejected students. Additionally, popular students who had conflictual relationship with their teachers were more likely to engage in physical bullying then average students. CONCLUSIONS Our study suggests the importance of low conflictual student-teacher relationships in acting as a buffer for aggressive student-student interactions in the classroom, especially when these interactions involve students rejected by their classroom peers.
Collapse
Affiliation(s)
| | | | - Laura Elvira Prino
- Department of Philosophy and Educational Science, University of Turin, Italy
| | | | | |
Collapse
|
36
|
Fernández-Zabala A, Ramos-Díaz E, Rodríguez-Fernández A, Núñez JL. Sociometric Popularity, Perceived Peer Support, and Self-Concept in Adolescence. Front Psychol 2020; 11:594007. [PMID: 33324296 PMCID: PMC7726329 DOI: 10.3389/fpsyg.2020.594007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Accepted: 10/27/2020] [Indexed: 11/23/2022] Open
Abstract
The objective of this study is to analyze the role that peer support plays in the incidence relationships between sociometric popularity and general self-concept based on sociometer theory. A total of 676 randomly selected secondary school students from the Basque Country (49.6% boys and 50.4% girls) between 12 and 18 years of age (M = 14.32, DT = 1.36) participated voluntarily. All of them completed a sociometric questionnaire (SOCIOMET), the Family and Friends Support Questionnaire (AFA-R), and the Dimensional Self-concept Questionnaire (AUDIM-33). Several models of structural equations were tested. The results indicate that sociometric popularity is linked to self-concept through the perceived social support of peers. These results are discussed within the framework of positive psychology and its practical implications in the school context.
Collapse
Affiliation(s)
- Arantza Fernández-Zabala
- Developmental and Educational Psychology Department, Education and Sport Faculty, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain
| | - Estibaliz Ramos-Díaz
- Developmental and Educational Psychology Department, Education and Sport Faculty, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain
| | - Arantzazu Rodríguez-Fernández
- Developmental and Educational Psychology Department, Education and Sport Faculty, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain
| | - Juan L Núñez
- Department of Psychology, Sociology and Social Work, University of Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, Spain
| |
Collapse
|
37
|
Kleiser M, Mayeux L. Popularity and Gender Prototypicality: An Experimental Approach. J Youth Adolesc 2020; 50:144-158. [PMID: 33156453 DOI: 10.1007/s10964-020-01344-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Accepted: 10/21/2020] [Indexed: 12/13/2022]
Abstract
Despite the growing scientific understanding of peer popularity, there are few theories that explicitly address the development of peer popularity in adolescence. The studies reported here present a preliminary test of the theory that popularity is associated with gender prototypicality. Popularity is associated with physical attractiveness, as well as with attributes (e.g., athletic involvement for boys, having stylish clothes for girls) that often reflect gender-based expectations. After being exposed to either a high school popularity priming condition or a neutral control condition, 1st-year college students rated photographs (Study 1, N = 368, 34% male, 66% female; Mage = 19.30, SD = 1.78, range 17-35), vignettes (Study 2, N = 249, 16.4% males, 83.2% females, 0.4% other; Mage = 18.71, SD = 2.31, range 17-40), and social media profiles (Study 3, N = 218, 30.3% male, 69.3% female, 0.5% other; Mage = 19.40, SD = 2.31, range 18-39) depicting gender-typical and gender-atypical adolescents' appearance and interests on a number of popularity-related characteristics. These results indicated that gender prototypicality in both appearance and interests is associated with popularity.
Collapse
Affiliation(s)
- Margaret Kleiser
- Department of Psychology, University of Oklahoma, 455W. Lindsey Street, Norman, OK, 73019, USA.
| | - Lara Mayeux
- Department of Psychology, University of Oklahoma, 455W. Lindsey Street, Norman, OK, 73019, USA
| |
Collapse
|
38
|
Bidirectional Associations between Popularity, Popularity Goal, and Aggression, Alcohol Use and Prosocial Behaviors in Adolescence: A 3-Year Prospective Longitudinal Study. J Youth Adolesc 2020; 50:298-313. [PMID: 32865706 PMCID: PMC7875842 DOI: 10.1007/s10964-020-01308-9] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Accepted: 08/18/2020] [Indexed: 10/28/2022]
Abstract
Adolescents' popularity and popularity goal have been shown to be related to their aggression and alcohol use. As intervention efforts increasingly aim to focus on prosocial alternatives for youth to gain status, it is essential to have a comprehensive understanding of how popularity and popularity goal are associated with aggression and substance use as well as prosocial behaviors over time. The current study examined the bidirectional associations of aggression (overt and relational aggression), alcohol use, and prosocial behavior with popularity and popularity goal in adolescence across 3 years using cross-lagged panel analyses. Participants were 839 Dutch adolescents (Mage = 13.36, SD = 0.98; 51.3% girls). The results indicated that popularity was consistently positively associated with popularity goal, but popularity goal did not significantly predict subsequent popularity. Popularity positively predicted elevated aggression and alcohol use, but lower levels of prosocial behavior. For the full sample, alcohol use and overt aggression in grade 7 both predicted subsequent popularity in grade 8. However, when considering gender differences, overt aggression no longer was a significant predictor of popularity. These results were discussed in terms of the dynamic interplay between popularity, popularity goal, and behaviors, and in terms of implications for prevention and intervention efforts.
Collapse
|
39
|
DeLuca Bishop HK, Ettekal I, Ettekal AV, van Dulmen MHM. Meta-analytic approaches to understanding adolescent development: Contributions of the special issue. J Adolesc 2020; 84:23-25. [PMID: 32841863 DOI: 10.1016/j.adolescence.2020.07.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Accepted: 07/29/2020] [Indexed: 11/28/2022]
Affiliation(s)
| | - Idean Ettekal
- Texas A&M University, Department of Educational Psychology, USA
| | | | | |
Collapse
|