Adolescents' peer status profiles and differences in school engagement and loneliness trajectories: A person-centered approach

Maaike Claudine Engels; Hilde Colpin; Sofie Wouters; Karla Van Leeuwen; Patricia Bijttebier; Wim Van Den Noortgate; Luc Goossens; Karine Verschueren

doi:10.1016/j.lindif.2019.101759

Adolescents' peer status profiles and differences in school engagement and loneliness trajectories: A person-centered approach

Maaike Claudine Engels^*, Hilde Colpin, Sofie Wouters, Karla Van Leeuwen, Patricia Bijttebier, Wim Van Den Noortgate, Luc Goossens, Karine Verschueren

^*Corresponding author for this work

Sociology/ICS

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

This study used a person-centered approach to identify adolescents' peer status profiles and examined how these profiles differed regarding the development of school engagement and loneliness. A sample of 794 adolescents was followed from Grades 7 to 11 (M-ageWave1 = 13.81 years). Measures included peer nominations of peer status, and student reports of school engagement and peer-related loneliness. Latent class growth analysis identified three profiles: popular-liked, unpopular-disliked, and normative. The popular-liked class revealed the lowest levels of behavioral engagement and loneliness. The unpopular-disliked class had higher levels of behavioral engagement, less steep increases in behavioral disaffection, and showed more loneliness. The normative class revealed moderate trajectories of engagement and loneliness. Moreover, boys and girls differed in their academic and psychosocial development. Implications of the findings for school practitioners are discussed.

Original language	English
Article number	101759
Number of pages	14
Journal	Learning and Individual Differences
Volume	75
DOIs	https://doi.org/10.1016/j.lindif.2019.101759
Publication status	Published - Oct-2019

Keywords

Developmental trajectories
Loneliness
Peer status
Person-centered analysis
School engagement
BEHAVIORAL ENGAGEMENT
COGNITIVE ENGAGEMENT
ELEMENTARY-SCHOOL
SELF-CONCEPT
POPULARITY
DIMENSIONS
REJECTION
MIDDLE
LIFE
HETEROGENEITY

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@article{67fde8a5ea4a44839b4f07448b56fdb2,

title = "Adolescents' peer status profiles and differences in school engagement and loneliness trajectories: A person-centered approach",

abstract = "This study used a person-centered approach to identify adolescents' peer status profiles and examined how these profiles differed regarding the development of school engagement and loneliness. A sample of 794 adolescents was followed from Grades 7 to 11 (M-ageWave1 = 13.81 years). Measures included peer nominations of peer status, and student reports of school engagement and peer-related loneliness. Latent class growth analysis identified three profiles: popular-liked, unpopular-disliked, and normative. The popular-liked class revealed the lowest levels of behavioral engagement and loneliness. The unpopular-disliked class had higher levels of behavioral engagement, less steep increases in behavioral disaffection, and showed more loneliness. The normative class revealed moderate trajectories of engagement and loneliness. Moreover, boys and girls differed in their academic and psychosocial development. Implications of the findings for school practitioners are discussed.",

keywords = "Developmental trajectories, Loneliness, Peer status, Person-centered analysis, School engagement, BEHAVIORAL ENGAGEMENT, COGNITIVE ENGAGEMENT, ELEMENTARY-SCHOOL, SELF-CONCEPT, POPULARITY, DIMENSIONS, REJECTION, MIDDLE, LIFE, HETEROGENEITY",

author = "Engels, {Maaike Claudine} and Hilde Colpin and Sofie Wouters and {Van Leeuwen}, Karla and Patricia Bijttebier and {Van Den Noortgate}, Wim and Luc Goossens and Karine Verschueren",

year = "2019",

month = oct,

doi = "10.1016/j.lindif.2019.101759",

language = "English",

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journal = "Learning and Individual Differences",

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T2 - A person-centered approach

AU - Engels, Maaike Claudine

AU - Colpin, Hilde

AU - Wouters, Sofie

AU - Van Leeuwen, Karla

AU - Bijttebier, Patricia

AU - Van Den Noortgate, Wim

AU - Goossens, Luc

AU - Verschueren, Karine

PY - 2019/10

Y1 - 2019/10

N2 - This study used a person-centered approach to identify adolescents' peer status profiles and examined how these profiles differed regarding the development of school engagement and loneliness. A sample of 794 adolescents was followed from Grades 7 to 11 (M-ageWave1 = 13.81 years). Measures included peer nominations of peer status, and student reports of school engagement and peer-related loneliness. Latent class growth analysis identified three profiles: popular-liked, unpopular-disliked, and normative. The popular-liked class revealed the lowest levels of behavioral engagement and loneliness. The unpopular-disliked class had higher levels of behavioral engagement, less steep increases in behavioral disaffection, and showed more loneliness. The normative class revealed moderate trajectories of engagement and loneliness. Moreover, boys and girls differed in their academic and psychosocial development. Implications of the findings for school practitioners are discussed.

AB - This study used a person-centered approach to identify adolescents' peer status profiles and examined how these profiles differed regarding the development of school engagement and loneliness. A sample of 794 adolescents was followed from Grades 7 to 11 (M-ageWave1 = 13.81 years). Measures included peer nominations of peer status, and student reports of school engagement and peer-related loneliness. Latent class growth analysis identified three profiles: popular-liked, unpopular-disliked, and normative. The popular-liked class revealed the lowest levels of behavioral engagement and loneliness. The unpopular-disliked class had higher levels of behavioral engagement, less steep increases in behavioral disaffection, and showed more loneliness. The normative class revealed moderate trajectories of engagement and loneliness. Moreover, boys and girls differed in their academic and psychosocial development. Implications of the findings for school practitioners are discussed.

KW - Developmental trajectories

KW - Loneliness

KW - Peer status

KW - Person-centered analysis

KW - School engagement

KW - BEHAVIORAL ENGAGEMENT

KW - COGNITIVE ENGAGEMENT

KW - ELEMENTARY-SCHOOL

KW - SELF-CONCEPT

KW - POPULARITY

KW - DIMENSIONS

KW - REJECTION

KW - MIDDLE

KW - LIFE

KW - HETEROGENEITY

U2 - 10.1016/j.lindif.2019.101759

DO - 10.1016/j.lindif.2019.101759

M3 - Article

SN - 1041-6080

VL - 75

JO - Learning and Individual Differences

JF - Learning and Individual Differences

M1 - 101759

ER -

Adolescents' peer status profiles and differences in school engagement and loneliness trajectories: A person-centered approach

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Keywords

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