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Classroom Popularity Hierarchy Predicts Prosocial and Aggressive Popularity Norms Across the School Year

Published on Sep 1, 2019in Child Development5.024
· DOI :10.1111/cdev.13228
Lydia Laninga-Wijnen6
Estimated H-index: 6
(UU: Utrecht University),
Zeena Harakeh20
Estimated H-index: 20
(UU: Utrecht University)
+ 3 AuthorsWilma A. M. Vollebergh65
Estimated H-index: 65
(UU: Utrecht University)
Sources
Abstract
This study examined the coevolution of prosocial and aggressive popularity norms with popularity hierarchy (asymmetries in students' popularity). Cross-lagged-panel analyses were conducted on 2,843 secondary school students (Nclassrooms = 120; Mage = 13.18; 51.3% girls). Popularity hierarchy predicted relative change in popularity norms over time, but not vice versa. Specifically, classrooms with few highly popular and many unpopular students increased in aggressive popularity norms at the beginning of the school year and decreased in prosocial popularity norms at the end of the year. Also, strong within-classroom asymmetries in popularity predicted relatively higher aggressive popularity norms. These findings may indicate that hierarchical contexts elicit competition for popularity, with high aggression and low prosocial behavior being seen as valuable tools to achieve popularity. [ABSTRACT FROM AUTHOR]
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References51
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#2Tessa A. M. Lansu (Radboud University Nijmegen)H-Index: 10
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#1Lydia Laninga-Wijnen (UU: Utrecht University)H-Index: 6
#2Zeena Harakeh (UU: Utrecht University)H-Index: 20
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This longitudinal study examined the extent to which the development of prosocial and aggressive peer norms was related to individual prosocial and aggressive behavior development across the first year of secondary education (three waves, n = 1,134 adolescents from 51 classes, Mage = 12.66). A distinction was made between descriptive norms (the aggregated average peer-perceived behavior within the classroom) and status norms (the within-classroom correlation between peer-perceived popularity and...
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#1Javier Martín Babarro (Complutense University of Madrid)H-Index: 2
#2Maria Jose Diaz-Aguado (Complutense University of Madrid)H-Index: 3
Last. Christian Steglich (UG: University of Groningen)H-Index: 26
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This study addresses the interacting effects of classroom cohesion and hierarchy on the relationships between victimization and aggression with peer acceptance and rejection. Classroom cohesion and hierarchy were constructed from friendship nominations. Multilevel analysis conducted in a sample of seventh- and eighth-grade students from the Sociescuela program in Spain (N = 6,600) showed that in cohesive and hierarchical classrooms, a higher level of victimization was found; peer rejection was m...
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#2Zeena Harakeh (UU: Utrecht University)H-Index: 20
Last. Wilma A. M. Vollebergh (UU: Utrecht University)H-Index: 65
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Background The optimum channel(s) used to recruit smokers living in disadvantaged neighbourhoods for smoking cessation behavioural therapy (SCBT) is unknown. This paper examines the channels through which smokers participating in a free, multi-session SCBT programme heard about and were referred to this service in a disadvantaged neighbourhood, and compares participants’ characteristics and attendance between channels.
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Peer cliques form an important context for the social development of adolescents. Although clique members are often similar in social status, also within cliques, status differences exist. How differences in social status between clique members are related to behaviors of its individual members is rather unknown. This study examined to what extent the relationship of individual social status (i.e., perceived popularity) with aggression and prosocial behavior depends on the level of internal cliq...
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#1Jan Kornelis Dijkstra (UG: University of Groningen)H-Index: 30
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This study investigated moderating effects of classroom friendship network structures (centralization and density), teacher–student attunement on aggression and popularity, and gender on changes in the social status of aggression over 1 school year. Longitudinal multilevel analyses with 2 time points (fall and spring) were conducted on a sample of 856 fourth and fifth graders from 45 classrooms. Aggressive boys lost social status over time in classrooms where friendship networks were egalitarian...
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#1Lydia Laninga-Wijnen (UU: Utrecht University)H-Index: 6
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Last. Wilma A. M. Vollebergh (UU: Utrecht University)H-Index: 65
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#1Ann H. Farrell (U of O: University of Ottawa)H-Index: 4
#2Anthony A. Volk (Brock University)H-Index: 17
Last. Tracy Vaillancourt (U of O: University of Ottawa)H-Index: 39
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Empathy has been often negatively associated with bullying perpetration, whereas tendencies to be exploitative have been relatively understudied with bullying. Empathic concern and exploitation may also indirectly link distal social-ecological factors to bullying perpetration. Therefore, the associations among personality (i.e., empathic concern, exploitation), self-perceived social-ecological factors (school bonding, social resources), and bullying perpetration were examined in a sample of 531 ...
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#2Ana Bravo (UCO: University of Córdoba (Spain))H-Index: 1
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The aim of this study was to examine differences in perceived popularity and social preference of bullying roles and class norms. In total, 1,339 students (48% girls) participated: 674 primary school (M = 10.41 years, SD = 0.49) and 685 secondary school students (M = 12.67 years, SD = 0.80). Peer nominations and perceptions of class norms were collected. The results showed the highest perceived popularity among aggressors and defenders, except in anti-bullying primary school classes, where aggre...
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