Lansford Jennifer E, Killeya-Jones Ley A, Miller Shari, Costanzo Philip R
Center for Child and Family Policy, Duke University, Durham, NC, USA.
J Youth Adolesc. 2009 Sep;38(8):1084-95. doi: 10.1007/s10964-009-9410-3. Epub 2009 Apr 17.
Sociometric nominations, social cognitive maps, and self-report questionnaires were completed in consecutive years by 327 students (56% girls) followed longitudinally from grade 7 to grade 8 to examine the stability of social standing in peer groups and correlates of changes in social standing. Social preference, perceived popularity, network centrality, and leadership were moderately stable from grade 7 to grade 8. Alcohol use and relational aggression in grade 7 predicted changes in social preference and centrality, respectively, between grade 7 and grade 8, but these effects were moderated by gender and ethnicity. Changes in social standing from grade 7 to grade 8 were unrelated to grade 8 physical aggression, relational aggression, and alcohol use after controlling for the grade 7 corollaries of these behaviors. Results are discussed in terms of their implications for understanding links between social standing and problem behaviors during adolescence.
327名学生（56%为女生）连续多年完成了社会测量提名、社会认知地图和自我报告问卷，这些学生从7年级到8年级进行纵向跟踪，以检验同伴群体中社会地位的稳定性以及社会地位变化的相关因素。从7年级到8年级，社会偏好、感知受欢迎程度、网络中心性和领导力具有中等稳定性。7年级时的饮酒和关系攻击行为分别预测了7年级到8年级之间社会偏好和中心性的变化，但这些影响因性别和种族而有所缓和。在控制了这些行为在7年级的相关因素后，7年级到8年级社会地位的变化与8年级的身体攻击、关系攻击和饮酒无关。本文根据研究结果对理解青春期社会地位与问题行为之间的联系的意义进行了讨论。
