Developmental changes were examined in the associations among physical and relational aggression, and sociometric and perceived popularity based on peer nominations. Participating in the longitudinal study were 905 children (440 girls, 465 boys) from ages 10 to 14. Associations between the forms of status and between the forms of aggression decreased over time. Relational aggression increasingly predicted high social prominence but low social preference; physical aggression was increasingly less disliked but decreasingly predictive of prominence. The effect of relational aggression on perceived popularity was strong for girls. Perceived popularity preceded physical and relational aggression for both genders. Implications for the attainment of high status, processes of peer influence on antisocial behavior, and gender differences in the meaning of status are discussed.

Longitudinal associations between social preference, perceived popularity, and risk behaviors (smoking, alcohol use, and sexual activity) were examined in a sample of high school students. Social preference did not predict any of the risk behaviors assessed, although the interaction between gender and social preference was predictive of sexual behavior. Perceived popularity in Grade 10 was predictive of increased alcohol use and sexual activity in Grade 12 for both boys and girls. A reciprocal relationship was found for boys, in which smoking in Grade 10 also predicted gains in perceived popularity over time. Furthermore, results suggested that gains in perceived popularity may be associated with subsequent losses in social preference over time, lending support for the ''cycle of popularity'' observed by Eder. Implications are discussed, including the personal impact of risk behaviors on perceived popular teens, as well as the broader influence their behavior may have on their less popular counterparts.Although peer relations researchers have historically viewed ''popular'' adolescents as socially adept and well adjusted, it is clear that this sunny JOURNAL OF RESEARCH ON ADOLESCENCE, 18(1), 49-74

Moderators of the well-established association between status and overt and relational aggression were tested in a four-year longitudinal sample (N = 358) of high school students. Self-perceptions of popularity were found to moderate the link between actual peer-perceived popularity and aggression, with adolescents who were both popular and aware of their popular status, scoring highest on peer-nominated aggression and showing the greatest increases in aggression over time. Self-perceptions of liking moderated the associations between social preference and aggression as well. Adolescents who saw themselves as disliked were particularly likely to show increases in aggression over time. The moderating effect of self-perceptions was further moderated by gender in several cases. Findings are discussed in light of Coie's theory of the development of peer status theory. The social-cognitive elements of high peer status, particularly of perceived popularity, are also highlighted.

This study examined the moderating effects of prioritizing popularity on the association between early adolescents' popularity and their aggressive, leadership, and prosocial behaviors with peers. Participants were 288 14-year-olds from The Netherlands who completed a sociometric instrument and an assessment of how much they prioritized popularity over other personal goals. Results indicated that prioritizing popularity was distinct from actual popularity in the peer group. Further, prioritizing popularity moderated the association of popularity with aggressive and leadership behaviors, with adolescents who were both popular and who prioritized popularity being particularly aggressive and scoring high on leadership behaviors. This trend was especially true for boys. The same moderating effect was not found for prosocial behaviors. Motivational and social-cognitive factors in the dynamics of peer popularity are highlighted.

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Most prior research on cultures of honor has focused on interpersonal aggression. The present studies examined the novel hypothesis that honor-culture ideology enhances the stigmatization of mental health needs and inhibits the use of mental health services. Study 1 demonstrated that people who strongly endorsed honor-related beliefs and values were especially concerned that seeking help for mental health needs would indicate personal weakness and would harm their reputations. Studies 2 and 3 showed that honor states in the U.S. South and West invested less in mental healthcare resources, compared with non-honor states in the North (Study 2), and that parents living in honor states were less likely than parents in non-honor states to use mental health services on behalf of their children (Study 3). Together, these studies reveal an overlooked consequence of honor ideology for psychological well-being at the individual, social, and institutional levels.

Kindergarten and 1st-grade boys were administered social cognitive interviews in 2 consecutive years to investigate the response-generation step of N. R. Crick and K. A. Dodge's (1994) social information processing model. Boys generated responses to 4 types of hypothetical social dilemmas. Responses to these situations were primarily prosocial, with a large minority of avoidant and antisocial solutions. In general, older boys provided more effective solutions than did their younger peers, and stabilities were modest but significant for subcategories of both prosocial and antisocial responses. Boys who were accepted by their peers provided more prosocial and effective solutions than did boys of lower peer status, but no status differences emerged for antisocial responses. The data also suggest that young children view aggression as an acceptable means to solving peer conflict.