Abstract
The primary objectives of this investigation were to determine the extent to which young adolescents are stable in high perceived popular status across the middle school transition and to examine whether changes in social behaviors predict the stability, gain, and loss of perceived popular status after the transition. The sample included 672 young adolescents (323 boys) who completed peer nomination assessments of social behavior and perceived popularity at the end of elementary school (5th grade) and the beginning of middle school (6th grade). Findings indicated that 62% of perceived popular adolescents remained stable in their high popular status across the middle school transition. Multinomial logistic regression analyses revealed that a combination of aggression and arrogance/conceit was associated with stable and newly-gained perceived popular status after the middle school transition. Taken together, findings highlight the significance of contextual and temporal changes in adolescents' perceived popular status.
| Original language | English |
|---|---|
| Pages (from-to) | 126-133 |
| Number of pages | 8 |
| Journal | Journal of Applied Developmental Psychology |
| Volume | 31 |
| Issue number | 2 |
| DOIs | |
| State | Published - Mar 2010 |
Keywords
- Middle school transition
- Peers
- Popularity
- Social behaviors
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