Top

Gepubliceerd in:

10-12-2022 | Empirical Research

Best Friend’s Popularity: Associations with Psychological Well-Being and School Adjustment in China During Early Adolescence

Auteurs: Yan Sun, Julie C. Bowker, Robert J. Coplan, Junsheng Liu, Biao Sang

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 3/2023

Abstract

Popularity has been empirically linked to psychological and several indices of school adjustment outcomes during childhood and early adolescence. Yet, best friend popularity in relation to the adjustment outcomes remains unclear, especially in more interdependent-oriented cultures. To address this gap, this study applied the Actor-Partner Interdependence Model (APIM) to simultaneously considering whether, and how, the popularity of youth (actor effects) and their best friends (partner effects) contribute uniquely to psychological well-being and school adjustment outcomes, after controlling for social preference. Age and gender differences were also examined. Participants were 162 same-gender best friend dyads (81 boys, M_age = 11.24 years, SD = 1.18) from Shanghai, P.R. China. Among the results, both youth’s own and their best friends’ popularity were positively related to self-esteem and school attitudes, and negatively related to depressive symptoms. In addition, results from multi-group analyses revealed both actor and partner effects did not vary across gender. Finally, exploratory analyses showed that only actor effects varied across age for the associations between popularity and self-esteem and school attitudes. These findings highlight the important role of the best friend’s popularity in promoting Chinese youth’s experiences of psychological and school adjustment.

vorige artikel Identity Formation, Body Image, and Body-Related Symptoms: Developmental Trajectories and Associations Throughout Adolescence

Andreou, E. (2006). Social preference, perceived popularity and social intelligence: relations to overt and relational aggression. School Psychology International, 27(3), 339–351. https://doi.org/10.1177/0143034306067286.CrossRef

Antonopoulou, K., Chaidemenou, A., & Kouvava, S. (2019). Peer acceptance and friendships among primary school pupils: associations with loneliness, self-esteem and school engagement. Educational Psychology in Practice, 35(3), 339–351. https://doi.org/10.1080/02667363.2019.1604324.CrossRef

Arens, A. K., & Niepel, C. (2019). School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences. British Journal of Educational Psychology, 89(4), 689–706. https://doi.org/10.1111/bjep.12252.CrossRef

Berndt, T. J., & McCandless, M. A. (2009). Methods for investigating children’s relationships with friends. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 63–81). Guilford.

Bowker, J. C., Rubin, K. H., Buskirk-Cohen, A., Rose-Krasnor, L., & Booth-LaForce, C. (2010). Behavioral changes predicting temporal changes in perceived popular status. Journal of Applied Developmental Psychology, 31(2), 126–133. https://doi.org/10.1016/j.appdev.2009.10.002.CrossRef

Brechwald, W. A., & Prinstein, M. J. (2011). Beyond Homophily: a decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166–179. https://doi.org/10.1111/j.1532-7795.2010.00721.x.CrossRef

Bukowski, W. M., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre and early adolescence: the development and psychometric properties of the Friendship Qualities Scale. Journal of Social and Personal Relationships, 11(3), 471–484. https://doi.org/10.1177/0265407594113011.CrossRef

Chang, J., & Le, T. N. (2005). The influence of parents, peer delinquency, and school attitudes on academic achievement in Chinese, Cambodian, Laotian or Mien, and Vietnamese Youth. Crime & Delinquency, 51(2), 238–264. https://doi.org/10.1177/0011128704273469.CrossRef

Chen, X., & Chiu, C. (2010). Rural-urban differences in generation of Chinese and Western exemplary persons: the case of China. Asian Journal of Social Psychology, 13(1), 9–18. https://doi.org/10.1111/j.1467-839X.2010.01296.x.CrossRef

Chen, X., Chen, H., Li, D., & Wang, L. (2009). Early childhood behavioral inhibition and social and school adjustment in Chinese children: a 5-year longitudinal study. Child Development, 80(6), 1692–1704. https://doi.org/10.1111/j.1467-8624.2009.01362.x.CrossRef

Chen, X., French, D. C., & Schneider, B. H. (Eds.). (2006). Peer relationships in cultural context. Cambridge University Press. https://doi.org/10.1017/CBO9780511499739.

Chen, X., Kaspar, V., Zhang, Y., Wang, L., & Zheng, S. (2004). Peer relationships among Chinese and North American boys: a cross-cultural perspective. In N. Way & J. Chu (Eds.), Adolescent boys in context (pp. 197–218). New York University Press.

Chen, X., Li, D., Li, Z., Li, B., & Liu, M. (2000). Sociable and prosocial dimensions of social competence in Chinese children: Common and unique contributions to social, academic, and psychological adjustment. Developmental Psychology, 36(3), 302–314. https://doi.org/10.1037/0012-1649.36.3.302.CrossRef

Chen, X., Li, D., Xu, X., Liu, J., Fu, R., Cui, L., & Liu, S. (2019). School adjustment of children from rural migrant families in urban China. Journal of School Psychology, 72, 14–28. https://doi.org/10.1016/j.jsp.2018.12.003.CrossRef

China State Statistics Bureau. (2019). Bulletin of China’s economic and social development. Xin Hua She.

Cialdini, R. B., & Goldstein, N. J. (2004). Social influence: compliance and conformity. Annual Review of Psychology, 55(1), 591–621. https://doi.org/10.1146/annurev.psych.55.090902.142015.CrossRef

Cialdini, R. B., & Richardson, K. D. (1980). Two indirect tactics of impression management: basking and blasting. Journal of Personality and Social Psychology, 39(3), 406–416. https://doi.org/10.1037/0022-3514.39.3.406.CrossRef

Cillessen, A. H. N. (2009). Sociometric methods. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 82–99). The Guilford Press.

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). The Guilford Press.

Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: developmental changes in the association between aggression and social status. Child Development, 75(1), 147–163. https://doi.org/10.1111/j.1467-8624.2004.00660.x.CrossRef

Cohen, G. L., & Prinstein, M. J. (2006). Peer contagion of aggression and health risk behavior among adolescent males: An experimental investigation of effects on public conduct and private attitudes. Child Development, 77(4), 967–983. https://doi.org/10.1111/j.1467-8624.2006.00913.x.CrossRef

Coie, J., Terry, R., Lenox, K., Lochman, J., & Hyman, C. (1995). Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder. Development and Psychopathology, 7(4), 697–713. https://doi.org/10.1017/S0954579400006799.CrossRef

Collins, W. A. (2003). More than myth: the developmental significance of romantic relationships during adolescence. Journal of Research on Adolescence, 13(1), 1–24. https://doi.org/10.1111/1532-7795.1301001.CrossRef

De Bruyn, E. H., & Van Den Boom, D. C. (2005). Interpersonal behavior, peer popularity, and self‐esteem in early adolescence. Social Development, 14(4), 555–573. https://doi.org/10.1111/j.1467-9507.2005.00317.x.CrossRef

De Goede, I. H., Branje, S. J., & Meeus, W. H. (2009). Developmental changes and gender differences in adolescents’ perceptions of friendships. Journal of Adolescence, 32(5), 1105–1123. https://doi.org/10.1016/j.adolescence.2009.03.002.CrossRef

Dijkstra, J. K., Cillessen, A. H. N., & Borch, C. (2013). Popularity and adolescent friendship networks: selection and influence dynamics. Developmental Psychology, 49(7), 1242–1252. https://doi.org/10.1037/a0030098.CrossRef

Dijkstra, J. K., Cillessen, A. H. N., Lindenberg, S., & Veenstra, R. (2010). Basking in reflected glory and its limits: why adolescents hang out with popular peers. Journal of Research on Adolescence, 20(4), 942–958. https://doi.org/10.1111/j.1532-7795.2010.00671.x.CrossRef

Dijkstra, J. K., Lindenberg, S., Verhulst, F. C., Ormel, J., & Veenstra, R. (2009). The relation between popularity and aggressive, destructive, and norm-breaking behaviors: moderating effects of athletic abilities, physical attractiveness and prosociality. Journal of Research on Adolescence, 19(3), 401–413. https://doi.org/10.1111/j.1532-7795.2009.00594.x.CrossRef

Erath, S. A., Flanagan, K. S., & Bierman, K. L. (2008). Early adolescent school adjustment: associations with friendship and peer victimization. Social Development, 17(4), 853–870. https://doi.org/10.1111/j.1467-9507.2008.00458.x.CrossRef

Findley, D., & Ojanen, T. (2013). Adolescent resource control: associations with physical and relational aggression, prosocial and withdrawn behaviors, and peer regard. International Journal of Behavioral Development, 37(6), 518–529. https://doi.org/10.1177/0165025413503420.CrossRef

Fredricks, J. A., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence. Developmental Psychology, 38(4), 519–533. https://doi.org/10.1037/0012-1649.38.4.519.CrossRef

Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of personal relationships. Child Development, 63(1), 103–115. https://doi.org/10.1111/j.1467-8624.1992.tb03599.x.CrossRef

Gallupe, O., Bouchard, M., & Davies, G. (2015). Delinquent displays and social status among adolescents. Canadian Journal of Criminology and Criminal Justice, 57(4), 439–474. https://doi.org/10.3138/cjccj.2013.E49.CrossRef

Gao, D., Liu, J., Bullock, A., Li, D., & Chen, X. (2021). Transactional models linking maternal authoritative parenting, child self-esteem, and approach coping strategies. Journal of Applied Developmental Psychology, 73, 101262. https://doi.org/10.1016/j.appdev.2021.101262.CrossRef

Garandeau, C. F., Ahn, H.-J., & Rodkin, P. C. (2011). The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade. Developmental Psychology, 47(6), 1699–1710. https://doi.org/10.1037/a0025271.CrossRef

Giletta, M., Scholte, R. H., Burk, W. J., Engels, R. C., Larsen, J. K., Prinstein, M. J., & Ciairano, S. (2011). Similarity in depressive symptoms in adolescents’ friendship dyads: selection or socialization? Developmental Psychology, 47(6), 1804. https://doi.org/10.1037/a0023872.CrossRef

Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35(5), 1111–1122. https://doi.org/10.1016/j.adolescence.2012.02.016.CrossRef

Hafen, C. A., Laursen, B., Burk, W. J., Kerr, M., & Stattin, H. (2011). Homophily in stable and unstable adolescent friendships: similarity breeds constancy. Personality and Individual Differences, 51(5), 607–612. https://doi.org/10.1016/j.paid.2011.05.027.CrossRef

Hart, C. H., Yang, C., Nelson, L. J., Robinson, C. C., Olsen, J. A., Nelson, D. A., Porter, C. L., Jin, S., Olsen, S. F., & Wu, P. (2000). Peer acceptance in early childhood and subtypes of socially withdrawn behavior in China, Russia, and the United States. International Journal of Behavioral Development, 24(1), 73–81. https://doi.org/10.1080/016502500383494.CrossRef

Harter, S. (1985). Manual for the self-perception profile for children. University of Denver.

Hawley, P. H. (1999). The ontogenesis of social dominance: a strategy based evolutionary perspective. Developmental Review, 19(1), 97–132. https://doi.org/10.1006/drev.1998.0470.CrossRef

Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: protection against an escalating cycle of peer victimization. Developmental Psychology, 35(1), 94–101. https://doi.org/10.1037//0012-1649.35.1.94.CrossRef

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1016/j.paid.2014.12.051.CrossRef

Huitsing, G., & Veenstra, R. (2012). Bullying in classrooms: participant roles from a social network perspective. Aggressive Behavior, 38(6), 494–509. https://doi.org/10.1002/ab.21438.CrossRef

Jin, G., Fu, R., Li, D., Chen, X., & Liu, J. (2021). Longitudinal associations between prosociality and depressive symptoms in Chinese children: the mediating role of peer preference. Journal of Youth and Adolescence, 51(6), 956–966. https://doi.org/10.1007/s10964-021-01501-4.CrossRef

Kenny, D. A., & Cook, W. (1999). Partner effects in relationship research: Conceptual issues, analytic difficulties, and illustrations. Personal Relationships, 6(4), 433–448. https://doi.org/10.1111/j.1475-6811.1999.tb00202.x.CrossRef

Kiefer, S. M., & Wang, J. H. (2016). Associations of coolness and social goals with aggression and engagement during adolescence. Journal of Applied Developmental Psychology, 44, 52–62. https://doi.org/10.1016/j.appdev.2016.02.007.CrossRef

Kornienko, O., & Santos, C. E. (2014). The effects of friendship network popularity on depressive symptoms during early adolescence: moderation by fear of negative evaluation and gender. Journal of Youth and Adolescence, 43(4), 541–553. https://doi.org/10.1007/s10964-013-9979-4.CrossRef

Kovacs, M. (1992). The Children’s Depression Inventory (CDI) manual. Multi-Health Systems.

La Fontana, K. M., & Cillessen, A. H. N. (2010). Developmental changes in the priority of perceived status in childhood and adolescence. Social Development, 19(1), 130–147. https://doi.org/10.1111/j.1467-9507.2008.00522.x.CrossRef

Ladd, G. W., & Price, J. M. (1987). Predicting children’s social and school adjustment following the transition from preschool to kindergarten. Child Development, 58(5), 1168–1189. https://doi.org/10.2307/1130613.CrossRef

Laursen, B., & Veenstra, R. (2021). Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research. Journal of Research on Adolescence, 31(4), 889–907. https://doi.org/10.1111/jora.12606.CrossRef

Lease, A. M., Kennedy, C. A., & Axelrod, J. L. (2002). Children’s social constructions of popularity. Social Development, 11(1), 87–109. https://doi.org/10.1111/1467-9507.00188.CrossRef

Li, J. (2003). The core of Confucian learning. The American Psychologist, 58(2), 146–149. https://doi.org/10.1037/0003-066X.58.2.146.CrossRef

Li, Y., & Hu, Y. (2018). How to attain a popularity goal? Examining the mediation effects of popularity determinants and behaviors. Journal of Youth and Adolescence, 47(9), 1842–1852. https://doi.org/10.1007/s10964-018-0882-x.CrossRef

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(6), 420–429. https://doi.org/10.1177/0165025412446393.CrossRef

Litwack, S. D., Aikins, J. W., & Cillessen, A. H. N. (2012). The distinct roles of sociometric and perceived popularity in friendship: Implications for adolescent depressive affect and self-esteem. Journal of Early Adolescence, 32(2), 226–251. https://doi.org/10.1177/0272431610387142.CrossRef

Marsh, H. W., Hau, K., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling, 11(3), 320–341. https://doi.org/10.1207/s15328007sem1103_2.CrossRef

Maulana, R., Opdenakker, M. C., & Bosker, R. (2016). Teachers’ instructional behaviors as important predictors of academic motivation: Changes and links across the school year. Learning and Individual Differences, 50, 147–156. https://doi.org/10.1016/j.lindif.2016.07.019.CrossRef

McCoach, D. B., & Siegle, D. (2003). The school attitude assessment survey-revised: a new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414–429. https://doi.org/10.1177/0013164403063003005.CrossRef

Meijs, N., Cillessen, A. H. N., Scholte, R. H. J., Segers, E., & Spijkerman, R. (2010). Social intelligence and academic achievement as predictors of adolescent popularity. Journal of Youth and Adolescence, 39(1), 62–72. https://doi.org/10.1007/s10964-008-9373-9.CrossRef

Meuwese, R., Cillessen, A. H. N., & Güroğlu, B. (2017). Friends in high places: A dyadic perspective on peer status as predictor of friendship quality and the mediating role of empathy and prosocial behavior. Social Development, 26(3), 503–519. https://doi.org/10.1111/sode.12213.CrossRef

Miller, M. E., Borowski, S., & Zeman, J. L. (2020). Co-rumination moderates the relation between emotional competencies and depressive symptoms in adolescents: a longitudinal examination. Journal of Abnormal Child Psychology, 48(6), 851–863. https://doi.org/10.1007/s10802-020-00643-6.CrossRef

Muthén, L. K., & Muthén, B. O. (2017). Mplus User’s Guide (8th ed.). Muthén & Muthén.

Narr, R. K., Allen, J. P., Tan, J. S., & Loeb, E. L. (2017). Close friendship strength and broader peer group desirability as differential predictors of adult mental health. Child Development, 90(1), 298–313. https://doi.org/10.1111/cdev.12905.CrossRef

Niu, L., Jin, S., Li, L., & French, D. C. (2016). Popularity and social preference in Chinese adolescents: associations with social and behavioral adjustment. Social Development, 25(4), 828–845. https://doi.org/10.1111/sode.12172.CrossRef

Olsen, J. A., & Kenny, D. A. (2006). Structural equation modeling with interchangeable dyads. Psychological Methods, 11(2), 127–141. https://doi.org/10.1037/1082-989X.11.2.127.CrossRef

Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128(1), 3–72. https://doi.org/10.1037/0033-2909.128.1.3.CrossRef

Parkhurst, J. T., & Hopmeyer, A. G. (1998). Sociometric popularity and peer-perceived popularity: two distinct dimensions of peer status. Journal of Early Adolescence, 18(2), 125–144. https://doi.org/10.1177/0272431698018002001.CrossRef

Peters, E., Cillessen, A. H., Riksen-Walraven, J. M., & Haselager, G. J. (2010). Best friends’ preference and popularity: Associations with aggression and prosocial behavior. International Journal of Behavioral Development, 34(5), 398–405. https://doi.org/10.1177/0165025409343709.CrossRef

Poorthuis, A. M. G., Thomaes, S., Denissen, J. J. A., van Aken, M. A. G., & de Castro, B. O. (2012). Prosocial tendencies predict friendship quality, but not for popular children. Journal of Experimental Child Psychology, 112(4), 378–388. https://doi.org/10.1016/j.jecp.2012.04.002.CrossRef

Prentice, D. A., & Carranza, E. (2002). What women and men should be, shouldn’t be, are allowed to be, and don’t have to be: the contents of prescriptive gender stereotypes. Psychology of Women Quarterly, 26(4), 269–281. https://doi.org/10.1111/1471-6402.t01-1-00066.CrossRef

Prinstein, M. J., & Giletta, M. (2016). Peer relations and developmental psychopathology. In D. Cicchetti (Ed.), Developmental psychopathology: Theory and method (pp. 527-579). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119125556.devpsy112.

Putarek, V., & Keresteš, G. (2016). Self-perceived popularity in early adolescence: Accuracy, associations with loneliness, and gender differences. Journal of Social and Personal Relationships, 33(2), 257–274. https://doi.org/10.1177/0265407515574465.CrossRef

Reindl, M., Tulis, M., & Dresel, M. (2018). Associations between friends, academic emotions and achievement: individual differences in enjoyment and boredom. Learning and Individual Differences, 62, 164–173. https://doi.org/10.1016/j.lindif.2018.01.017.CrossRef

Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. In M. Guha (Ed.), Handbook of child psychology and developmental science: vol. 4. Ecological settings and processes (7th ed.). (pp. 321–412). John Wiley & Sons, Inc.

Sandstrom, M. J., & Cillessen, A. H. (2006). Likeable versus popular: distinct implications for adolescent adjustment. International Journal of Behavioral Development, 30(4), 305–314. https://doi.org/10.1177/0165025406072789.CrossRef

Schwartz, D., Gorman, A. H., Nakamoto, J., & McKay, T. (2006). Popularity, social acceptance, and aggression in adolescent peer groups: links with academic performance and school attendance. Developmental Psychology, 42(6), 1116 https://doi.org/10.1037/0012-1649.42.6.1116.CrossRef

Schwartz-Mette, R. A., & Rose, A. J. (2012). Co-rumination mediates contagion of internalizing symptoms within youths’ friendships. Developmental Psychology, 48(5), 1355–1365. https://doi.org/10.1037/a0027484.CrossRef

Slagt, M., Dubas, J. S., Deković, M., Haselager, G. J., & van Aken, M. A. (2015). Longitudinal associations between delinquent behavior of friends and delinquent behavior of adolescents: moderation by adolescent personality traits. European Journal of Personality, 29(4), 468–477. https://doi.org/10.1002/per.2001.CrossRef

Torelli, C. J., Leslie, L. M., To, C., & Kim, S. (2020). Power and status across cultures. Current Opinion in Psychology, 33, 12–17. https://doi.org/10.1016/j.copsyc.2019.05.005.CrossRef

Triandis, H. C. (1995). Individualism and collectivism. Boulder, CO: Westview.

Troop-Gordon, W., Visconti, K. J., & Kuntz, K. J. (2011). Perceived popularity during early adolescence: links to declining school adjustment among aggressive youth. Journal of Early Adolescence, 31(1), 125–151. https://doi.org/10.1177/0272431610384488.CrossRef

Tucker, J. S., Green, Jr, H. D., Zhou, A. J., Miles, J. N., Shih, R. A., & D’Amico, E. J. (2011). Substance use among middle school students: associations with self-rated and peer-nominated popularity. Journal of Adolescence, 34(3), 513–519. https://doi.org/10.1016/j.adolescence.2010.05.016.CrossRef

Twenge, J. M., & Nolen-Hoeksema, S. (2002). Age, gender, race, socioeconomic status, and birth cohort difference on the children’s depression inventory: A meta-analysis. Journal of Abnormal Psychology, 111(4), 578–588. https://doi.org/10.1037/0021-843X.111.4.578.CrossRef

Walker, S., & Graham, L. (2019). At risk students and teacher-student relationships: student characteristics, attitudes to school and classroom climate. International Journal of Inclusive Education, 25(8), 896–913. https://doi.org/10.1080/13603116.2019.1588925.CrossRef

Wolters, N., Knoors, H., Cillessen, A. H. N., & Verhoeven, L. (2013). Behavioral, personality, and communicative predictors of acceptance and popularity in early adolescence. Journal of Early Adolescence, 34(5), 585–605. https://doi.org/10.1177/0272431613510403.CrossRef

Xu, G., Bullock, A., Yang, P., & Liu, J. (2021). Psychological control and internalizing problems: The mediating role of mother-child relationship quality. Parenting: Science & Practice, 21(2), 108–117. https://doi.org/10.1080/15295192.2020.1831295.CrossRef

Yang, F., Chen, X., & Wang, L. (2014). Relations between aggression and adjustment in Chinese children: Moderating effects of academic achievement. Journal of Clinical Child & Adolescent Psychology, 43(4), 656–669. https://doi.org/10.1080/15374416.2013.782816.CrossRef

Yang, F., Chen, X., & Wang, L. (2015). Shyness‐sensitivity and social, school, and psychological adjustment in urban Chinese children: a four‐wave longitudinal study. Child Development, 86(6), 1848–1864. https://doi.org/10.1111/cdev.12414.CrossRef

You, S. (2011). Peer influence and adolescents’ school engagement. Procedia-Social and Behavioral Sciences, 29, 829–835. https://doi.org/10.1016/j.sbspro.2011.11.311.CrossRef

Zhang, X., Pomerantz, E. M., Qin, L., Logis, H., Ryan, A. M., & Wang, M. (2018). Characteristics of likability, perceived popularity, and admiration in the early adolescent peer system in the United States and China. Developmental Psychology, 54(8), 1568 https://doi.org/10.1037/dev0000544.CrossRef

Zhang, X., Pomerantz, E. M., Qin, L., Logis, H., Ryan, A. M., & Wang, M. (2019). Early adolescent social status and academic engagement: selection and influence processes in the United States and China. Journal of Educational Psychology, 111(7), 1300–1316. https://doi.org/10.1037/edu0000333.CrossRef

Titel: Best Friend’s Popularity: Associations with Psychological Well-Being and School Adjustment in China During Early Adolescence
Auteurs: Yan Sun
Julie C. Bowker
Robert J. Coplan
Junsheng Liu
Biao Sang
Publicatiedatum: 10-12-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 3/2023
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-022-01719-w

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 3/2023

Profiles of Emotional Separation and Parental Trust from Adolescence to Emerging Adulthood: Age Differences and Associations with Identity and Life Satisfaction

Adolescents with Few Friend Alternatives are Particularly Susceptible to Influence from Friends

Parent–Child Discrepancies in Perceived Parental Emotion Socialization: Associations with Children’s Internalizing and Externalizing Problems in Chinese Families

Does Sex Improve With Experience?: A Latent Transition Analysis of College Students’ Penile-Vaginal Sex-related Consequences

Factors Underpinning the Shift to Eveningness during Early Adolescence: Pubertal Development and Family Conflicts

Parent- and Child-Driven Daily Family Stress Processes between Daily Stress, Parental Warmth, and Adolescent Adjustment