Jones Martin H, Špes Tanja, Hsiao Yu-Yu, Markovič Rene, Košir Katja
University College Cork, Cork, Ireland.
University of Maribor, Maribor, Slovenia.
J Youth Adolesc. 2025 May;54(5):1238-1249. doi: 10.1007/s10964-024-02129-w. Epub 2024 Dec 28.
Youth's social status (popularity and likability) relates with social status goals as well as bullying and prosocial behaviors within the context of classroom norms for bullying and prosocial behaviors, but less clear is how each of these factors interrelates with each other. The current study empirically analyses the concurrent relationships among social status goals, bullying and prosocial behaviors, and classroom norms with social status. Participants were a nationally representative sample of 6,421 Slovenian early adolescents (50% females; M = 13 years; SD = 6 months). Findings indicated that popularity goals were related to bullying behaviors and bullying behaviors were related to popularity. In contrast, likability goals are related to prosocial behaviors, and prosocial behaviors are related to popularity and likability. The role of classroom norm salience was complex as bullying increased popularity in low-bullying environments, whereas prosocial behaviors enhanced likability in high prosocial classroom contexts. Students high on both bullying and prosocial behaviors (bistrategic controllers) demonstrated higher popularity and likability compared to their peers., but had similar relationships among their social status goals, bullying, prosocial behaviors, and social status as all other peers. The findings demonstrate a clear relationship among social status goals, bullying and prosocial behaviors, and social status (popularity and likability), while suggesting that classroom norms may differentiate how bullying/prosocial behaviors might align with social status.
青少年的社会地位（受欢迎程度和亲和力）与社会地位目标以及在欺凌和亲社会行为的课堂规范背景下的欺凌行为和亲社会行为相关，但这些因素之间如何相互关联尚不清楚。当前的研究实证分析了社会地位目标、欺凌行为和亲社会行为以及课堂规范与社会地位之间的并发关系。参与者是来自斯洛文尼亚的6421名青少年早期学生的全国代表性样本（50%为女性；平均年龄13岁；标准差6个月）。研究结果表明，受欢迎目标与欺凌行为相关，而欺凌行为与受欢迎程度相关。相比之下，亲和力目标与亲社会行为相关，亲社会行为与受欢迎程度和亲和力相关。课堂规范显著性的作用较为复杂，因为在低欺凌环境中欺凌行为会提高受欢迎程度，而在高亲社会行为的课堂环境中亲社会行为会增强亲和力。与同龄人相比，在欺凌行为和亲社会行为方面都表现突出的学生（双策略控制者）表现出更高的受欢迎程度和亲和力，但他们在社会地位目标、欺凌行为、亲社会行为和社会地位之间的关系与所有其他同龄人相似。研究结果表明社会地位目标、欺凌行为和亲社会行为以及社会地位（受欢迎程度和亲和力）之间存在明确的关系，同时表明课堂规范可能会区分欺凌/亲社会行为与社会地位的匹配方式。
