Popularity and Acceptance as Distinct Dimensions of Social Standing for Chinese Children in Hong Kong

Abstract

This study attempted to validate distinctions between popularity and social acceptance in the cultural context of Hong Kong. We recruited 280 Chinese children (132 girls, 148 boys, mean age = 9.5) from Hong Kong primary schools. These children completed a peer nomination inventory assessing popularity, social acceptance, social rejection, aggression, peer victimization, and social behavior. Consistent with research conducted in western samples, we found that social acceptance was correlated primarily with positive behavioral characteristics (i.e., assertiveness-leadership and low levels of submissiveness-withdrawal). In contrast, popularity was associated with a more mixed pattern of features including high levels of aggression. The overall pattern of findings closely replicates past research conducted in North American and European settings.

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“…It seems to suggest that as urban areas become increasingly market-oriented, modernized, and Westernized [14], people start to appreciate the individualistic values which buffer the pressure and adjustment difficulties that aggressive children encounter. Some of aggressive children may achieve prestige with their peers in this kind of contexts [20].…”

“…In addition, it also suggests that the individual-oriented aspect of assertiveness, given its nonhostile nature, should not clearly influence the group harmony. Actually, it may be helpful and effective to promote the group function [20,29,30].…”

“…Therefore, aggression may not be wholly detrimental for adjustment in urban area in China. For example, Schwartz et al [20] found that aggression among Chinese middle childhood children in Hong Kong were negatively associated with peer acceptance, but positively associated with peer popularity. The latter was indicative of high social dominance among peers.…”

Beziehungen zu Gleichaltrigen

“…Angefangen bei Kanada, Italien und Griechenland bis hin zu Indonesien und China neigen beispielsweise sozial abgelehnte Kinder in vielen Ländern dazu, aggressiv zu sein und zu stören; und in den meisten Ländern werden beliebte (d. h. gern gemochte) Kinder in der Regel so beschrieben, dass sie sich prosozial verhalten und Führungsqualitäten besitzen (Attili et al 1997;Chung-Hall und Chen 2010;French et al 1999;Gooren et al 2011;Hatzichristou und Hopf 1996;Kawabata et al 2010;Schwartz et al 2010;Tomada und Schneider 1997;Walker 2009;Xu et al 2004).…”

Peer Relationship: Acceptance, Rejection, Victimization, Aggression. The Importance of This Issue for the Design of Mental Health Interventions in Primary Education

“…Así, aquellos escolares nominados como aceptados dentro del grupo de pares presentarían comportamientos prosociales, buen compañerismo y se caracterizarían por ser agradables y confiables (Cillessen & Mayeux, 2004;Schwartz, Tom, Chang, Xu, Duong & Kelly, 2010).…”