Swipe om te navigeren naar een ander artikel
Peer status is an important aspect of adolescents’ social lives and is pursued actively by them. Although extensive research has examined how social behaviors are related to peer status (e.g., social preference, popularity), little attention has been given to adolescents’ social goals to obtain a desired peer status. Thus, this study examined two types of social status goals, popularity goal and social preference goal, and their relationships to social status insecurity and social behaviors among 405 ethnically diverse early adolescents (267 girls; M age = 12.92 years; age range = 11–15 years). After accounting for adolescents’ attained peer statuses (popularity and social preference), both social status goals were related distinctly to aggressive and prosocial behaviors as measured by self reports and peer nominations. Specifically, higher endorsement of the popularity goal was related to more self-reported relational aggression, but less peer-nominated prosocial behavior. In contrast, higher endorsement of the social preference goal was linked to less self-reported overt and relational aggression, but more self-reported and peer-nominated prosocial behavior. In addition, this study reveals that adolescents’ social status insecurity was related positively to both social status goals and had an indirect effect on adolescents’ social behaviors through the mediation of popularity goal endorsement. There were variations in goal endorsement as shown by groups of adolescents endorsing different levels of each goal. The group comparison results on social behaviors were largely consistent with the correlational findings. This study provides new insights into adolescents’ social cognitive processes about peer status and the implications of the two social status goals on adolescents’ behavioral development.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Aarts, H. (2012). Goals, motivated social cognition, and behavior. In S. T. Fiske & C. N. Macrae (Eds.), The Sage handbook of social cognition. Thousand Oaks, CA: Sage.
Bukowski, W. M. (2011). Popularity as a social concept: Meanings and significance. In A. H. N. Cillessen, D. Schwartz, & L. Mayeux (Eds.), Popularity in the peer system (pp. 25–56). New York, NY: Guilford Press.
Chung, T., & Asher, S. R. (1996). Children’s goals and strategies in peer conflict situations. Merrill–Palmer Quarterly, 42, 125–147.
Cillessen, A. H. N., & Marks, P. E. L. (2011). Conceptualizing and measuring popularity. In A. H. N. Cillessen, D. Schwartz, & L. Mayeux (Eds.), Popularity in the peer system (pp. 25–56). New York, NY: Guilford Press.
Fishbach, A., & Ferguson, M. F. (2007). The goal construct in social psychology. In A. W. Kruglanski & T. E. Higgins (Eds.), Social psychology: Handbook of basic principles (pp. 490–515). NY: Guilford.
Hawley, P. H. (2003). Prosocial and coercive configurations of resource control in early adolescence: A case for the well-adapted Machiavellian. Merrill–Palmer Quarterly: Journal of Developmental Psychology, 49, 279–309. doi: 10.1353/mpq.2003.0013.
Kline, R. B. (2010). Principles and practice of structural equation modeling. New York: The Guilford Press.
Li, Y., Xie, H., & Shi, J. (2012). Chinese and American children’s perceptions of popularity determinants: Cultural differences and behavioral correlates. International Journal of Behavioral Development, 36, 420–429. doi: 10.1177/0165025412446393.
Pett, M. A., Lackey, N. R., & Sullivan, J. J. (2003). Making sense of factor analysis. Thousand Oaks, CA: Sage.
Prinstein, M. J., & Cillessen, A. H. N. (2003). Forms and functions of adolescent peer aggression associated with high levels of peer status. Merrill–Palmer Quarterly: Journal of Developmental Psychology, 49, 310–342. doi: 10.1353/mpq.2003.0015.
Rubin, K. H., Bukowski, W., & Parker, J. (2006). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of child psychology: Social, emotional, and personality development (6th ed., pp. 571–645). New York: Wiley.
Rudolph, K. D., Abaied, J. L., Flynn, M., Sugimura, N., & Agoston, A. M. (2011). Developing relationships, being cool, and not looking like a loser: Social goal orientation predicts children’s responses to peer aggression. Child Development, 82(5), 1518–1530. doi: 10.1111/j.1467-8624.2011.01631.x. PubMedCentralCrossRef
Salmivalli, C., & Peets, K. (2009). Pre-adolescents peer-relational schemas and social goals across relational contexts. Social Development, 18(4), 817–832. doi: 10.1111/sode.2009.18.issue-410.1111/j.1467-9507.2008.00515.x. CrossRef
Samson, J. E., Ojanen, T., & Hollo, A. (2012). Social goals and youth aggression: Meta-analysis of prosocial and antisocial goals. Social Development,. doi: 10.1111/j.1467-9507.2012.00658.x.
Underwood, M. K., & Bjornstad, G. J. (2001). Children’s emotional experience of peer provocation: The relation between observed behaviour and self-reports of emotions, expressions, and social goals. International Journal of Behavioral Development, 25(4), 320–330. doi: 10.1080/01650250143000085. CrossRef
Wright, M. F., Li, Y., & Shi, J. (2012). Chinese adolescents’ social status goals: Associations with behaviors and attributions for relational aggression. Youth & Society,. doi: 10.1177/0044118X12448800.
- Adolescents’ Social Status Goals: Relationships to Social Status Insecurity, Aggression, and Prosocial Behavior
Michelle F. Wright
- Springer US