Abstract:The emergence of disliking relations depends on how adolescents perceive the relative informal status of their peers. This notion is examined on a longitudinal sample using dynamic network analysis (585 students across 16 classes in 5 schools). As hypothesized individuals dislike those who they look down on (disdain) and conform to others by disliking those who they perceive as being looked down on by their peers (conformity). The inconsistency between status perceptions also leads to disliking, when individuals do not look up to those who they perceive to be admired by peers (frustration). No evidence is found that adolescents do not dislike those who they look up to (admiration). Results demonstrate the role of status perceptions on disliking tie formation. Interpersonal relationships among adolescents play a central role in their social development. Recent research suggests that although disliking ties are reported less frequently than liking relations, they are present in adolescents' everyday life and therefore drive their development in fundamental ways (Card, 2010). Compared to positive emotional relationships, such as friendship or liking, disliking ties are relatively rare (e.g., Baldwin, Bedell, & Johnson, 1997; Card, 2010; Gersick, Dutton, & Bartunek, 2000; Labianca, Brass, & Gray, 1998). Although disliking ties are scarce, they are very powerful: studies that successfully measured them found that disliking relations have a disproportionally greater effect on satisfaction, mood, performance and stress than liking relations, which has been described as a "negative asymmetry" (Labianca, Brass, & Gray, 1998; Labianca & Brass, 2006;Moerbeek & Need, 2003). Journal of Research on AdolescenceDisliking relations should be studied in a network context, given that they are not independent from each other (Huitsing et al., 2012). Disliking nominations depend on each other in various ways. They are often reciprocated (e.g., Berger & Dijkstra, 2013; Card, 2010) and balanced in triadic relations (Cartwright & Harary, 1956;Hummon & Doreian, 2003;Ludwig & Abell, 2007; Marvel, Kleinberg, Kleinberg, & Strogatz, 2011;Wang & Thorngate, 2003). Moreover, heterophobia exists as people dislike dissimilar others (Flache & Mäs, 2008). Going beyond these elementary structural processes, we argue that a crucial factor that requires particular attention for the explanation of the emergence of disliking relations is status.Gaining status among peers represents a major goal for adolescents (Lindenberg & Steg, 2007; Pellegrini & Long, 2002), and high status adolescents are more influential than their low status peers as they have a major role to set the norm in a class (Rambaran, Dijkstra, & Stark, 2013). Status competition and the resulting status perceptions in particular are important drivers of the formation of relational ties and peer influence (e.g., Brechwald & Prinstein, 2011;Faris & Ennett, 2010;Faris & Felmlee, 2011; Faris, 2012). Only few studies attempted thus far to explain how status is responsible fo...

JT03401754Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. EDU/WKP(2016) This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. ABSTRACTIn 2015, PISA (the Programme for International Student Assessment) asked students to describe their wellbeing in addition to collecting information on students' subject-specific skills. This paper provides a comprehensive overview and details the policy relevance of the following five dimensions of well-being covered in PISA 2015: cognitive, psychological, social, physical and material well-being. In addition, the paper outlines the underlying indicators of each dimension and their theoretical and analytical value for education policy. This paper concludes by identifying data gaps within the indicators and exploring how future cycles of PISA could bridge these gaps in order to provide a more comprehensive portrait of students' well-being. RÉSUMÉEn 2015, PISA (le Programme international pour le suivi des acquis des élèves) a interrogé les élèves sur leur bien-être, en plus de sa collecte de données sur leurs compétences dans des matières spécifiques. Ce document propose un aperçu complet et une analyse détaillée de la pertinence stratégique des cinq dimensions du bien-être couvertes dans l'enquête PISA 2015 : le bien-être cognitif, psychologique, social, physique et matériel. En outre, il examine les indicateurs sous-tendant chacune de ces dimensions, ainsi que leur valeur théorique et analytique pour les politiques d'éducation. Enfin, il identifie les lacunes dans les données des indicateurs et étudie les possibilités d'y remédier dans les prochains cycles PISA afin de dresser un portrait plus exhaustif du bien-être des élèves.

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We study how the status characteristics gender and ethnicity affect the abilities that adolescents attribute to each other in the Hungarian school context. For this, we derive predictions from status characteristics theory that we test by applying exponential random graph models to data collected among students in 27 school classes. By that, we contribute to the few existing studies of status characteristics in a school context, and we propose a novel approach to handle structural dependencies between individual ability attributions. Our results suggest that across classes, gender does not consistently affect ability attributions, while ethnicity does affect ability attributions. Roma students are on average perceived as less able than their Hungarian peers, even after controlling for the structural embeddedness of these perceptions.