Swipe om te navigeren naar een ander artikel
Youth in early adolescence are highly concerned with being popular in the peer group, but the desire to be popular can have maladaptive consequences for individuals. In fact, qualitative work suggests that youth with high popularity goals who are nonetheless unpopular have negative experiences with their peers. However, little quantitative work has examined this possibility. The purpose of the current study was to examine if popularity goals were linked with physical (e.g., being hit) and relational (e.g., being excluded) victimization and peer rejection, particularly for individuals who strived for popularity but were viewed by their peers as unpopular. Late elementary and early middle school participants (N = 205; 54% female) completed self-reports of popularity goals and peer nominations of popularity and peer rejection. Teachers reported on students’ experiences of relational and physical victimization. Peer nominated popularity and gender were moderators of the association between popularity goals and negative peer experiences. Consistent with hypotheses, girls who were unpopular but wanted to be popular were more likely to experience peer rejection and relational victimization. Unexpectedly, boys who were unpopular but did not desire to be popular were more likely to be rejected and relationally victimized. The findings suggest that intervention and prevention programs may benefit from addressing the social status goals of low status youth in a gender-specific manner.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Adler, P. A., & Adler, P. (1998). Peer power: Preadolescent culture and identity. New Brunswick, NJ: Rutgers University Press.
Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: SAGE Publications.
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. CrossRefPubMedPubMedCentral
Caravita, S. C. S., & Cillessen, A. H. N. (2012). Agentic or communal? and bullying in middle childhood and early adolescence. Social Development, 21, 376–395. https://doi.org/10.1111/j.1467-9507.2011.00632.x. CrossRef
Cillessen, A. H. (2011). Toward a theory of popularity. In A. H. Cillessen, D. Schwartz & L. Mayeux (Eds.), Popularity in the peer system (pp. 273–299). New York, NY: Guilford Press.
Cillessen, A. H., & Marks, P. E. (2011). Conceptualizing and measuring popularity. In A. H. Cillessen, D. Schwartz & L. Mayeux (Eds.), Popularity in the peer system (pp. 25–56). New York, NY: Guilford Press.
Cillessen, A. H., & 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. CrossRefPubMed
Cillessen, A. H., & Rose, A. J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14(2), 102–105. https://doi.org/10.1111/j.0963-7214.2005.00343.x. CrossRef
Closson, L. M. (2009). Status and gender differences in early adolescents’ descriptions of popularity. Social Development, 18(2), 412–426. https://doi.org/10.1111/j.1467-9507.2008.00459.x. CrossRef
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557–570. https://doi.org/10.1037/0012-1622.214.171.1247. CrossRef
Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66(3), 710–722. https://doi.org/10.1111/j.1467-8624.1995.tb00900.x. CrossRefPubMed
Crick, N. R., Werner, N. E., Casas, J. F., O’Brien, K. M., Nelson, D. A., Grotpeter, J. K., & Markon, K. (1999). Childhood aggression and gender: A new look at an old problem. Gender and Motivation (pp. 75–141). Lincoln, NE: University of Nebraska Press.
Crocker, J., & Wolfe, C. T. (2001). Contingencies of self-worth. Psychological Review, 108(3), 593–623. https://doi.org/10.1037//0033-295X.108.3.593. CrossRefPubMed
Cullerton-Sen, C., & Crick, N. R. (2005). Understanding the effects of physical and relational victimization: The utility of multiple perspectives in predicting social-emotional adjustment. School Psychology Review, 34(2), 147–160.
Dawson, J. F., & Richter, A. W. (2006). Probing three-way interactions in moderated multiple regression: Development and application of a slope difference test. Journal of Applied Psychology, 91(4), 917–926. https://doi.org/10.1037/0021-9010.91.4.917. CrossRefPubMed
Dodge, K. A., Coie, J. D., & Lynam, D. (2006). Aggression and antisocial behavior in youth. In W. Damon & R. M. Lerner (Series eds.) and N. Eisenberg (Vol. ed.), Handbook of Child Psychology. Vol. 3. Social, emotional, and personality development (6th ed., pp. 719–788). New York: Wiley..
Duffy, A. L., Penn, S., Nesdale, D., & Zimmer-Gembeck, M. J. (2017). Popularity: Does it magnify associations between popularity prioritization and the bullying and defending behavior of early adolescent boys and girls?. Social Development, 26(2), 263–277. https://doi.org/10.1111/sode.12206. CrossRef
Frey, K. S., Nolen, S. B., Edstrom, L. V. S., & Hirschstein, M. K. (2005). Effects of a school-based social–emotional competence program: Linking children's goals, attributions, and behavior. Journal of Applied Developmental Psychology, 26(2), 171–200. https://doi.org/10.1016/j.appdev.2004.12.002. CrossRef
Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549–576. https://doi.org/10.1146/annurev.psych.58.110405.085530. CrossRefPubMed
Graham, S. (2006). Peer victimization in school: Exploring the ethnic context. Current Directions in Psychological Science, 15(6), 317–321. https://doi.org/10.1111/j.1467-8721.2006.00460.x. CrossRef
Godleski, S. A., Kamper, K. E., Ostrov, J. M., Hart, E. J., & Blakely-McClure, S. J. (2015). Peer victimization and peer rejection during early childhood. Journal of Clinical Child & Adolescent Psychology, 44(3), 380–392. https://doi.org/10.1080/15374416.2014.940622. CrossRef
Harter, S. (2012). The Construction of the self: developmental and sociocultural foundations. New York, NY: The Guilford Press.
Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311–322. https://doi.org/10.1016/j.avb.2012.03.003. CrossRef
Juvonen, J. (1991). Deviance, perceived responsibility, and negative peer reactions. Developmental Psychology, 27(4), 672 https://doi.org/10.1037/0012-16126.96.36.1992. CrossRef
Kiefer, S. M., Matthews, Y. T., Montesino, M., Arango, L., & Preece, K. K. (2013). The effects of contextual and personal factors on young adolescents’ social goals. The Journal of Experimental Education, 81(1), 44–67. https://doi.org/10.1080/00220973.2011.630046. CrossRef
Kiefer, S. M., & Ryan, A. M. (2008). Striving for social dominance over peers: The implications for academic adjustment during early adolescence. Journal of Educational Psychology, 100(2), 417–428. https://doi.org/10.1037/0022-06188.8.131.527. 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
Killen, M., Crystal, D. S., & Watanabe, H. (2002). Japanese and American children’s evaluations of peer exclusion, tolerance of differences, and prescriptions for conformity. Child Development, 73(6), 1788–1802. https://doi.org/10.1111/1467-8624.t01-1-00506. CrossRefPubMed
LaFontana, K. M., & Cillessen, A. H. (2002). Children’s perceptions of population and unpopular peers: A multimethod assessment. Developmental Psychology, 38(5), 635–647. https://doi.org/10.1037/0012-16184.108.40.2065. CrossRefPubMed
LaFontana, K. M., & Cillessen, A. H. (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
Lereya, S. T., Copeland, W. E., Costello, E. J., & Wolke, D. (2015). Adult mental health consequences of peer bullying and maltreatment in childhood: two cohorts in two countries. The Lancet Psychiatry, 2(6), 524–531. https://doi.org/10.1016/S2215-0366(15)00165-0. CrossRefPubMedPubMedCentral
Lopez, C., & DuBois, D. L. (2005). Peer victimization and rejection: Investigation of an integrative model of effects on emotional, behavioral, and academic adjustment in early adolescence. Journal of Clinical Child and Adolescent Psychology, 34(1), 25–36. https://doi.org/10.1207/s15374424jccp3401_3. CrossRefPubMed
McQuade, J. D., Achufusi, A. K., Shoulberg, E. K., & Murray‐Close, D. (2014). Biased self‐perceptions of social competence and engagement in physical and relational aggression: The moderating role of peer status and sex. Aggressive Behavior, 40(6), 512–525. https://doi.org/10.1002/ab.21552. CrossRefPubMed
McQuade, J. D., Murray-Close, D., Shoulberg, E. K., & Hoza, B. (2013). Working memory and social functioning in children. Journal of Experimental Child Psychology, 115(3), 422–435. https://doi.org/10.1016/j.jecp.2013.03.002. CrossRefPubMed
Meisinger, E. B., Blake, J. J., Lease, A. M., Palardy, G. J., & Olejnik, S. F. (2007). Variant and invariant predictors of perceived popularity across majority-black and majority-white classrooms. Journal of School Psychology, 45(1), 21–44. https://doi.org/10.1016/j.jsp.2006.09.005. CrossRef
Moffitt, T. E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100(4), 674–701. https://doi.org/10.1037/0033-295X.100.4.674. CrossRefPubMed
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus User’s Guide. Seventh Edition Los Angeles, CA: Muthén & Muthén.
Nakamoto, J., & Schwartz, D. (2010). Is Rosepeer victimization associated with academic achievement? A meta‐analytic review. Social Development, 19(2), 221–242. CrossRef
Prinstein, M. (2017). Popular. New York, NY: Penguin Random House.
Prinstein, M. J., Boergers, J., & Vernberg, E. M. (2001). Overt and relational aggression in adolescents: Social–psychological adjustment of aggressors and victims. Journal of Clinical Child Psychology, 30(4), 479–491. https://doi.org/10.1207/S15374424JCCP3004_05. CrossRefPubMed
Prinstein, M. J., Brechwald, W. A., & Cohen, G. L. (2011). Susceptibility to peer influence: Using a performance-based measure to identify adolescent males at heightened risk for deviant peer socialization. Developmental Psychology, 47(4), 1167–1172. https://doi.org/10.1037/a0023274. CrossRefPubMedPubMedCentral
Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132(1), 98. https://doi.org/10.1037/0033-2909.132.1.98. CrossRefPubMedPubMedCentral
Rose, A. J., Swenson, L. P., & Carlson, W. (2004). Friendships of aggressive youth: Considering the influences of being disliked and of being perceived as popular. Journal of Experimental Child Psychology, 88(1), 25–45. https://doi.org/10.1016/j.jecp.2004.02.005. CrossRefPubMed
Rose, A. J., Swenson, L. P., & Waller, E. M. (2004). Overt and relational aggression and perceived popularity: Developmental differences in concurrent and prospective relations. Developmental Psychology, 40(3), 378–387. https://doi.org/10.1037/0012-16220.127.116.118. CrossRefPubMed
Sandstrom, M. J. (2011). The power of popularity: Influence processes in childhood and adolescence. In A. H. N. Cillessen, D. Schwartz & L. Mayeux (Eds.), Popularity in the peer system (pp. 219–244). New York, NY: Guilford Press.
Schwartz, D., Dodge, K. A., & Coie, J. D. (1993). The emergence of chronic peer victimization in boys' playgroups. Child Development, 64(6), 1755–1772. https://doi.org/10.1111/j.1467-8624.1993.tb04211.x. CrossRefPubMed
Shoulberg, E. K., Sijtsema, J. J., & Murray-Close, D. (2011). The association between valuing popularity and relational aggression: The moderating effects of actual popularity and physiological reactivity to exclusion. Journal of Experimental Child Psychology, 110(1), 20–37. https://doi.org/10.1016/j.jecp.2011.03.008. CrossRefPubMed
Veenstra, R., Lindenberg, S., Munniksma, A., & Dijkstra, J. K. (2010). The complex relation between bullying, victimization, acceptance, and rejection: Giving special attention to status, affection, and sex differences. Child Development, 81(2), 480–486. https://doi.org/10.1111/j.1467-8624.2009.01411.x. CrossRefPubMed
Waasdorp, T. E., & Bradshaw, C. P. (2015). The overlap between cyberbullying and traditional bullying. Journal of Adolescent Health, 56(5), 483–488. https://doi.org/10.1016/j.jadohealth.2014.12.002. CrossRefPubMed
- Social Costs for Wannabes: Moderating Effects of Popularity and Gender on the Links between Popularity Goals and Negative Peer Experiences
Nicole Lafko Breslend
Erin K. Shoulberg
Julia D. McQuade
- Springer US