Academic Predictors of Early Adolescents' Perceived Popularity: The Moderating Effects of Classroom Academic Norm Salience

Abstract

In order to extend our understanding of the effect of academic motivations and outcomes on the social status of adolescents in the classroom context, this study examined the predictive role of academic achievement and achievement goals on early adolescents' perceived popularity and the effect of classroom academic norm salience on these relationships. In total, 2,558 adolescents in grade 7 (mean age 12.97 years) in mainland China participated in the study. Hierarchical linear modeling (HLM) was used to examine predictive effects of within-class and between-class predictors on perceived popularity. The results showed that only girls' academic achievement and the performance-approach goals of both genders positively predicted adolescents' perceived popularity. Classroom academic norm salience strengthened the negative role of performance-avoidance goals on perceived popularity, and it seems to undermine gender differences in the effect of mastery goals on perceived popularity. The current study will not only fill the gaps in research on the relationship between academic development and social status, but also reveal the special influence and significance of collective cultures such as Chinese in this field and show a different relationship pattern from those found in previous Western studies.

Longitudinal associations between popularity, peer acceptance, and academic performance in adolescents

“…GPA was positively associated with peer acceptance but negatively correlated with popularity in 13-year-old Dutch adolescents (Laninga-Wijnen et al, 2019). In contrast to these findings from Western countries, popularity and peer preference were similarly positively associated with Chinese adolescents’ academic performance (Niu et al, 2016; Zhang, Ren, et al, 2019).…”

“…Li, 2012; Zhu, 2020). Studies of Chinese adolescents have consistently yielded positive associations between popularity and academic performance (Niu et al, 2016; Zhang, Ren, et al, 2019). Popular 12–13 years old Chinese youth were viewed by teachers and peers as academically competent (e.g., Y.…”

They Get the Power! Consequences and Antecedents of Aggressive, Prosocial, and Academic Popularity Norms in Adolescents’ Classrooms

“…Whereas popularity norms used to be a relatively understudied phenomenon at the start of this dissertation project, more and more researchers are taking a "norm salience approach" to examine the role of status norms (in particular popularity norms) in adolescent classroom experiences. Researchers have adopted several terms to refer to the extent to which behaviors are rewarded with popularity in a certain context, such as prestige norms (Berger & Caravita, 2016;Peets et al, 2015;Pouwels, Van Noorden, & Caravita, 2019), (injunctive) norm salience (Correia, Brendgen, & Vitaro, 2019;Dijkstra & Gest, 2015;Zhang, Ren, Li, Liu, & Luo, 2019), popularity norms (Dijkstra et al, 2008;Garandeau et al, in press) or social values (Galván, Spatzier, & Juvonen, 2010;Engels et al, 2016…”