Popularity Breeds Contempt: The Evolution of Reputational Dislike Relations and Friendships in High School

Ready to Rumble? Popularity, Status Ambiguity, and Interpersonal Violence Among School-Based Children

Previous literature has recognized the importance of social relationship in understanding people's engagement in aggressive behavior. Yet, largely due to data limitations, only few studies have empirically explored how social status precisely influences interpersonal violence. In this research, we investigate the determinants of peer-to-peer violence by focusing on individual's positions in the status hierarchy within adolescent peer networks. More specifically, our study examines and demonstrates the extent to which the likelihood of interpersonal violence rises, first, as a function of one's status (popularity) and, second, due to ambiguity between status positions of the parties involved in a physical altercation. Using a unique dataset collected on school-based children in Laos (Lao People's Democratic Republic) in 2016 (N = 1,332), we employ exponential random graph models to show the influence of status on the odds of involvement in on-campus violence. Results indicate that higher status, that is, more popular, students are more likely to be involved in a physical fight compared to their lower status counterparts. Moreover, we find a significant degree of similarity in status among students who engage in a fight. In other words, status ambiguity surrounding dyads in the peer network increases the likelihood of bringing them into a conflict situation. Our findings provide implications for understanding how social status shapes the dynamics of negative networks. By analyzing sociocentric network data, the present study extends and moves beyond prior findings mainly based on individual-level (non-dyadic) data.

What is(n't) a friend? Dimensions of the friendship concept among adolescents

Much research in network analysis of adolescent friendships assumes that friendships represent liking and social interaction, friendships are directed, and friendships are equivalent to one another. This study investigates the meaning of friendship for eight diverse cohorts of sixth graders. Analysis of focus group and survey data suggests that these adolescents construe friendship as a multidimensional role relation composed primarily of relational norms, expectations for mutual behavior. Their friendship definitions may also include mutual liking and interaction, and other structural expectations such as reciprocity, homophily, and transitivity. Lastly, boys and girls weight these dimensions differently in defining friendship.

Dynamic pathways between rejection and antisocial behavior in peer networks: Update and test of confluence model

The confluence model theorizes that dynamic transactions between peer rejection and deviant peer clustering amplify antisocial behavior (AB) within the school context during adolescence. Little is known about the links between peer rejection and AB as embedded in changing networks. Using longitudinal social network analysis, we investigated the interplay between rejection, deviant peer clustering, and AB in an ethnically diverse sample of students attending public middle schools (N = 997; 52.7% boys). Adolescents completed peer nomination reports of rejection and antisocial behavior in Grades 6-8. Results revealed that rejection status was associated with friendship selection, and adolescents became rejected if they were friends with others who were rejected. Youth befriended others with similar levels of AB. Significant patterns of peer influence were documented for AB and rejection. As hypothesized, rejected youth with low AB were more likely to affiliate with others with high AB instead of similarly low AB. In contrast, nonrejected youth preferred to befriend others with similarly high or low AB. Results support an updated confluence model of a joint interplay between rejection and AB as ecological conditions that lead to self-organization into deviant clusters in which peer contagion on problem behaviors operates.

The Interplay of Adolescents' Aggression and Victimization with Friendship and Antipathy Networks within an Educational Prosocial Intervention

How the interplay between peer relationships and behaviors unfolds and how this differs between classrooms is an understudied topic. This study examined whether adolescents befriend or dislike peers whom they consider as aggressor or victim and whether these results differ in classrooms that received an intervention to promote prosocial behavior compared to classrooms without the intervention. The sample was composed of 659 seventh graders (Mage = 12.32; 48% girls) from nine intervention and seven control classrooms in eight schools in Santiago, Chile. It was hypothesized that adolescents in intervention classrooms would be less befriended and more disliked by classmates who considered them as aggressors, and more befriended and less disliked by classmates who considered them as victims, compared to control classrooms. Longitudinal multiplex social network analyses (RSiena) indicate that antipathies toward peers considered as aggressive and victimized were significantly lower in intervention classrooms than in control classrooms, but no significant differences were found for friendships. These findings suggest that the impact of an educational intervention may go beyond changing individual behavior and extend to the way peer relations develop in classrooms.