Adolescents’ social perceptions of academically high-performing students: a country and gender comparative study

Abstract

The transition to secondary school is a key issue in school adjustment. However, one cohort that has not been given extended attention in the period during which transition takes place is academically high-performing students. This research study uniquely synthesises some of these key factors by investigating how students in mixed-ability, seventh-grade classrooms across Australia, Peru, Scotland, South Korea, Spain and Vietnam regard a hypothetical, academically able peer. The fictitious student's intellectual ability, positive social traits and popularity varied across the six countries involved in this study, and were observed according to the gender of the perceiver. More specifically, the perceived popularity of a high-performing boy or girl was reported differently among the country groups. In Scotland, for example, the authors uncovered a potential risk to female social status arising from peer reactions to her academic achievement. Yet in Vietnam, female study participants maintained a positive perception of both hypothetical students, regardless of gender. The results of this study are discussed herein.

Can Differing Opinions Hinder Partnerships for the Localization of the Sustainable Development Goals? Evidence from Marginalized Urban Areas in Andalusia

“…First, we introduce a gender-based analysis. Males and females are generally deemed to have different perceptions about social problems and their intensity [56][57][58]. However, in our database, no significant differences are observed between men and women with regard to their judgment on the challenges they face.…”

Adolescents’ Characteristics and Peer Relationships in Class: A Population Study

“…This result contrasts with previous research, according to which students who receive good grades at school are more likely to be socially excluded by their classmates, and to have fewer friends [ 153 , 154 ]. For example, some studies have shown that students whose classmates call them “brain”, “nerd” or similar terms tend to be more rejected by peers, and that they have increased levels of anxiety and loneliness [ 154 , 155 , 156 ]. Our findings indicate a positive influence of high academic achievement on social relationships with classmates, instead.…”