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ISSN : 1229-0718
Youth become increasingly concerned with their social status during early adolescence, and their social status is predictive of their academic and social functioning. The current study examined the longitudinal associations between two forms of social status(perceived popularity and social preference) and academic-social behavioral profiles, and the role of academic norms in behavioral development among early adolescents. Participants(N=736, 52% girls at W1, N=677, 52% girls at W2) evaluated the academic norms of their peers, and nominated peers for various academic and social behaviors as well as social status. Confirmatory factor analyses supported the two-factor structure of the behavioral profile: aggressive-disruptive and prosocial-engaged. Controlling for behavioral stability from W1 to W2, structural equation modeling indicated that the aggressive-disruptive behavioral profile at W1 positively predicted perceived popularity at W2. In addition, perceived popularity at W2 was positively associated with both aggressive-disruptive and prosocial-engaged behavioral profiles at W2, whereas social preference was negatively associated with the aggressive-disruptive behavioral profile but positively associated with the prosocial-engaged behavioral profile. Furthermore, youths’ academic norms at W2 were associated with an increased prosocial-engaged behavioral profile at W2. The current study underscores the importance of social status and peer norms in explaining adolescents’ behavioral development.
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