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

Lydia Laninga-Wijnen*, Zeena Harakeh, Claire F. Garandeau, Jan K. Dijkstra, Rene Veenstra, Wilma A. M. Vollebergh

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

7 Citations (Scopus)
84 Downloads (Pure)

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 (N-classrooms = 120; M-age = 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.

Original languageEnglish
Pages (from-to)E637-E653
Number of pages17
JournalChild Development
Volume90
Issue number5
Early online date2-Mar-2019
DOIs
Publication statusPublished - Sep-2019

Keywords

  • SOCIAL-STATUS
  • EARLY ADOLESCENCE
  • ACADEMIC-ACHIEVEMENT
  • DOMINANCE
  • DIMENSIONS
  • FRIENDSHIPS
  • BEHAVIORS
  • POWER
  • SEX
  • PERCEPTIONS

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