TY  - JOUR
PY  - 2006//
TI  - Popularity, social acceptance, and aggression in adolescent peer groups: links with academic performance and school attendance
JO  - Developmental psychology
A1  - Schwartz, David
A1  - Gorman, Andrea Hopmeyer
A1  - Nakamoto, Jonathan
A1  - McKay, Tara
SP  - 1116
EP  - 1127
VL  - 42
IS  - 6
N2  - This article reports a short-term longitudinal study focusing on popularity and social acceptance as predictors of academic engagement for a sample of 342 adolescents (approximate average age of 14). These youths were followed for 4 consecutive semesters. Popularity, social acceptance, and aggression were assessed with a peer nomination inventory, and data on academic engagement were obtained from school records. For adolescents who were highly aggressive, increases in popularity were associated with increases in unexplained absences and decreases in grade point average. Conversely, changes in social acceptance were not predictive of changes in grade point average or unexplained absences. These results highlight the importance of multidimensional conceptualizations of social standing for research on school adjustment during adolescence and emphasize the potential risks associated with popularity.<p /> <p>Language: en</p>
LA  - en
SN  - 0012-1649
UR  - http://dx.doi.org/10.1037/0012-1649.42.6.1116
ID  - ref1
ER  -