Schwartz David, Gorman Andrea Hopmeyer, Nakamoto Jonathan, McKay Tara
Department of Psychology, University of Southern California, Los Angeles, CA 90089, USA.
Dev Psychol. 2006 Nov;42(6):1116-27. doi: 10.1037/0012-1649.42.6.1116.
This article reports a short-term longitudinal study focusing on popularity and social acceptance as predictors of academic engagement for a sample of 342 adolescents (approximate average age of 14). These youths were followed for 4 consecutive semesters. Popularity, social acceptance, and aggression were assessed with a peer nomination inventory, and data on academic engagement were obtained from school records. For adolescents who were highly aggressive, increases in popularity were associated with increases in unexplained absences and decreases in grade point average. Conversely, changes in social acceptance were not predictive of changes in grade point average or unexplained absences. These results highlight the importance of multidimensional conceptualizations of social standing for research on school adjustment during adolescence and emphasize the potential risks associated with popularity.
本文报告了一项短期纵向研究，该研究聚焦于342名青少年（平均年龄约14岁）样本的受欢迎程度和社会接纳度，将其作为学业参与度的预测指标。这些青少年连续四个学期被跟踪研究。通过同伴提名量表评估受欢迎程度、社会接纳度和攻击性，并从学校记录中获取学业参与度数据。对于攻击性较强的青少年，受欢迎程度的提高与无故缺勤的增加以及平均绩点的降低相关。相反，社会接纳度的变化并不能预测平均绩点或无故缺勤的变化。这些结果凸显了社会地位的多维概念化对于青少年学校适应研究的重要性，并强调了与受欢迎程度相关的潜在风险。
