Longitudinal Associations between Popularity, Peer Acceptance, and Academic Performance in Adolescents

Autor/inn/en	Wei, Luhao; Jin, Shenghua; Christ, Sharon; French, Doran C.
Titel	Longitudinal Associations between Popularity, Peer Acceptance, and Academic Performance in Adolescents
Quelle	In: International Journal of Behavioral Development, 47 (2023) 6, S.497-507 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wei, Luhao) ORCID (French, Doran C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/01650254231198040
Schlagwörter	Longitudinal Studies; Peer Acceptance; Academic Achievement; Foreign Countries; Grade 7; Grade 10; Middle School Students; High School Students; China + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Longitudinal associations between popularity, peer acceptance, and academic performance were examined in Chinese 7th (n = 880; 400 girls; M[subscript age = 13.33, SD = 0.64) and 10th grade (n = 646; 342 girls; M[subscript age] = 16.76, SD = 0.75) adolescents across three academic years. Growth curve analysis revealed parallel changes in popularity and academic performance in both middle- and high-school students whereas a positive association between the trajectories of peer acceptance and academic performance was found only in high school. Random-intercept cross-lagged panel analysis revealed that popular students increased their academic performance 1 year later, and that improved academic performance positively predicted subsequent popularity. Changes in peer acceptance were not associated with longitudinal changes in academic performance nor did baseline aggression moderate the effect of initial popularity on the trajectory of academic performance. The positive between-person associations of academic performance with popularity and peer acceptance were greater in middle- than in high-school adolescents. These results have implications for understanding the positive and negative effects of peer status on academic adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01