Does Humor Explain Why Relationally Aggressive Adolescents are Popular?

Bowker, Julie C.; Etkin, Rebecca G.

doi:10.1007/s10964-013-0031-5

Cited by 16 publications

(7 citation statements)

References 60 publications

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“…Bowker and Etkin 2014; McCauley et al 1983; Prerost 1983). Therefore, it would not have been a surprise for this study to show that subjects who enjoy reading cartoons dealing with nasty or morbid contents also show high levels of aggression.…”

Section: Discussionmentioning

confidence: 99%

Cognitive and emotional demands of black humour processing: the role of intelligence, aggressiveness and mood

et al. 2017

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Humour processing is a complex information-processing task that is dependent on cognitive and emotional aspects which presumably influence frame-shifting and conceptual blending, mental operations that underlie humour processing. The aim of the current study was to find distinctive groups of subjects with respect to black humour processing, intellectual capacities, mood disturbance and aggressiveness. A total of 156 adults rated black humour cartoons and conducted measurements of verbal and nonverbal intelligence, mood disturbance and aggressiveness. Cluster analysis yields three groups comprising following properties: (1) moderate black humour preference and moderate comprehension; average nonverbal and verbal intelligence; low mood disturbance and moderate aggressiveness; (2) low black humour preference and moderate comprehension; average nonverbal and verbal intelligence, high mood disturbance and high aggressiveness; and (3) high black humour preference and high comprehension; high nonverbal and verbal intelligence; no mood disturbance and low aggressiveness. Age and gender do not differ significantly, differences in education level can be found. Black humour preference and comprehension are positively associated with higher verbal and nonverbal intelligence as well as higher levels of education. Emotional instability and higher aggressiveness apparently lead to decreased levels of pleasure when dealing with black humour. These results support the hypothesis that humour processing involves cognitive as well as affective components and suggest that these variables influence the execution of frame-shifting and conceptual blending in the course of humour processing.

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Section: Discussionmentioning

confidence: 99%

Cognitive and emotional demands of black humour processing: the role of intelligence, aggressiveness and mood

et al. 2017

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“…For instance, being able to take the perspective of others (Hawley 2003;Smith and Rose 2011), having a sense of humor (Bowker and Etkin 2014;Rose et al 2011Rose et al , 2016, and acting prosocially by providing help to those who need it Cillessen and Rose 2005) are social skills relevant to success in all domains of peer interaction. Importantly, there is much more overlap between skills needed for friendships and peer acceptance, as compared to the skills needed for friendship and peer perceived popularity.…”

Section: Comparing Peer Status and Friendship As Markers Of Social Comentioning

confidence: 99%

Are Peer Status, Friendship Quality, and Friendship Stability Equivalent Markers of Social Competence?

Flannery

Smith

2016

Adolescent Res Rev

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The definition of social competence is much debated among researchers. It is common to assess social competence based on relational outcomes, instead of individual traits, as it is believed that social competence underlies an individual's success in achieving these outcomes. Common indicators of social competence among adolescents include peer group status, friendship quality, and friendship stability. Researchers have recently paid increased attention to the different social skills needed to attain different forms of peer status (i.e., peer acceptance vs. popularity), but a similar level of attention has not been paid to the distinction between social skills needed for peer status compared with friendship success. In the current review, we call for increased attention to this distinction. In addition, we argue that social competence should be viewed in light of adolescents' personal social goals (e.g., whether they prioritize status over friendships), and their ability to effectively attain those goals. Finally, we argue that whereas friendship quality is a good marker of social competence, friendship stability is a poor marker of social competence because ending a friendship may actually be an indicator of social savvy in some instances.

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“…Popular youth differ from those who are socially preferred in a several ways (Cillessen et al, ). The most important difference is that they display more direct (Andreou, ; LaFontana & Cillessen, ; Ojanen & Findley‐Van Nostrand, ; Rodkin, Farmer, Pearl, & Van Acker, ; Rose, Swenson, & Waller, ), and relational aggression (Bowker & Etkin, ; Cillessen & Borch, ; Ojanen, & Findley‐Van Nostrand, 2014; Rose, Swenson, & Carlson, ). Similar to socially preferred children, popular children appear to have friends (Litwack, Aikins, & Cillessen, ; Rose, Swenson, & Carlson, ) and are high in prosocial behavior (LaFontana & Cillessen, ; Logis, Rodkin, Gest, & Ahn, ; Puckett, Aikins, & Cillessen, ).…”

mentioning

confidence: 99%

Popularity of Indonesian Adolescents: Do the Findings from the USA Generalize to a Muslim Majority Developing Country?

2015

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This study investigated whether the pattern of behavior associated with popularity in the USA is also found in Indonesia. Participants were 452 7th (13 years) and 10th grade (16 years) Muslim students from West Java, Indonesia. Data were obtained from adolescents, peers, and teachers. Social preference and popularity were positively associated with prosocial behavior and number of mutual friends. Whereas social preference was positively associated with academic achievement and negatively associated with aggression, popularity was positively associated with aggression and tobacco use. These patterns of association are similar to those found in the United States. Indonesian society is highly hierarchical and popularity structures may build upon these stratifications.

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Does Humor Explain Why Relationally Aggressive Adolescents are Popular?

Cited by 16 publications

References 60 publications

Cognitive and emotional demands of black humour processing: the role of intelligence, aggressiveness and mood

Cognitive and emotional demands of black humour processing: the role of intelligence, aggressiveness and mood

Are Peer Status, Friendship Quality, and Friendship Stability Equivalent Markers of Social Competence?

Popularity of Indonesian Adolescents: Do the Findings from the USA Generalize to a Muslim Majority Developing Country?

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