Characteristics of likability, perceived popularity, and admiration in the early adolescent peer system in the United States and China.

Abstract

High social status youth are often influential in the peer system. Thus, they may serve as agents of cultural socialization if they exhibit characteristics that reflect cultural values (e.g., interdependence). This research examined the behavior that contributes to high social status in the United States and China. At each of 3 waves, 934 early adolescents (M = 12.7 years at Wave 1) made behavioral (i.e., prosocial behavior and academic engagement) and social status (i.e., likability, perceived popularity, and admiration) nominations of their peers. Positive behavior was predictive of higher social status in both the United States and China, but this was stronger in China. In the United States, there was a tendency for positive behavior to be less predictive of perceived popularity than other forms of social status (e.g., likability); however, this tendency was not evident in China. (PsycINFO Database Record

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

“…A comparative study indicated that academic engagement not only was more strongly associated with social status in China (vs. the United States), but it was also a stronger predictor of youth's social status over time in China. This difference was most evident for perceived popularity (vs. likability and admiration) (Zhang et al, 2018).…”

Associations between Ethnic Minority Status and Popularity in Adolescence: the role of Ethnic Classroom Composition and Aggression

“…Popularity can have both negative and positive consequences for adolescent development. Popular students are more likely to show low academic performance (Zhang et al 2018) and to engage in risk behaviors compared to their agemates (e.g., Moody et al 2011). Also, popular students have been found to have better social skills, more self-confidence, and lower levels of depression (Meijs et al 2010;Sandstrom and Cillessen 2010).…”

The association of caregivers’ and children’s characteristics with children’s social preference and being a class leader in China

“…Cultural values and norms have been found to influence the profiles that define social status (e.g., Chen & French, ; Li, Xie, & Shi, ; Zhang et al, ). Chinese culture as well as education highly value children’s good interpersonal character and academic success (Hsu & Wu, ), which may be especially relevant to children being preferred by classmates or being a class leader.…”

“…Individuals’ personal characteristics are proximal correlates of their social status (Asher & McDonald, ; Rubin et al, ). Numerous studies concerned with the correlates of children’s social status have focused primarily on children’s personal characteristics (e.g., Cillessen & Mayeux, ; Dai, ; Niu et al, ; Parkhurst & Hopmeyer, ; Zeng & Liu, ; Zhang et al, ). Cultural values and norms have been found to influence the profiles that define social status (e.g., Chen & French, ; Li et al, ; Zhang et al, ).…”

“…Numerous studies concerned with the correlates of children’s social status have focused primarily on children’s personal characteristics (e.g., Cillessen & Mayeux, ; Dai, ; Niu et al, ; Parkhurst & Hopmeyer, ; Zeng & Liu, ; Zhang et al, ). Cultural values and norms have been found to influence the profiles that define social status (e.g., Chen & French, ; Li et al, ; Zhang et al, ). For example, being prosocial is viewed favorably in China due to its collectivistic culture characterized by social harmony, interdependence, and cooperation (Chen & French, ).…”