Associations of coolness and social goals with aggression and engagement during adolescence

Kiefer, Sarah M.; Wang, Joy Huanhuan

doi:10.1016/j.appdev.2016.02.007

Cited by 37 publications

(38 citation statements)

References 61 publications

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“…In focus groups, children referred to “looks”, but beyond appearance, looks also related to clothes, shoes, smart phones, and possessions. These are all consistent with the attribution of appearance to social power [57]. These items were kept because: a) they may be providing important information regarding the latent construct; and b) the amount of variance they contribute may be important, even if their factor loading was consistently low [58].…”

Section: Discussionmentioning

confidence: 99%

Measuring 8 to 12 year old children’s self-report of power imbalance in relation to bullying: development of the Scale of Perceived Power Imbalance

et al. 2019

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Background While power imbalance is now recognized as a key component of bullying, reliable and valid measurement instruments have yet to be developed. This research aimed to develop a self-report instrument that measures power imbalance as perceived by the victim of frequent aggressive behavior. Methods A mixed methods approach was used (468 participants, Grade 4 to 6). This paper describes the exploratory ( n = 111) and confirmatory factor analysis of the new instrument ( n = 337), and assessment of reliablity and construct validity. Results A 2-factor model represented physical and social aspects of power imbalance ( n = 127: normed chi-square = 1.2, RMSEA = .04, CF1 = .993). The social factor included constructs of group and peer valued characteristics. Conclusions This research will enhance health and education professionals understanding of power imbalance in bullying and will inform the design and evaluation of interventions to address bullying in children.

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Section: Discussionmentioning

confidence: 99%

Measuring 8 to 12 year old children’s self-report of power imbalance in relation to bullying: development of the Scale of Perceived Power Imbalance

et al. 2019

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“…This default selection builds on studies showing that aggressive adolescents are less likely to be selected as friends (Logis et al 2013), although they are usually nominated as cool and popular. This implies that aggression is a valued social asset, as shown by several studies evidencing its association with popularity and coolness (Berger and Rodkin 2012; Kiefer and Wang 2016). However, aggression is also a rejected attribute (Ettekal and Ladd 2015).…”

Section: Introductionmentioning

confidence: 93%

The Interplay of Adolescents’ Aggression and Victimization with Friendship and Antipathy Networks within an Educational Prosocial Intervention

Palacios

Berger

Kanacri

et al. 2019

J Youth Adolescence

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How the interplay between peer relationships and behaviors unfolds and how this differs between classrooms is an understudied topic. This study examined whether adolescents befriend or dislike peers whom they consider as aggressor or victim and whether these results differ in classrooms that received an intervention to promote prosocial behavior compared to classrooms without the intervention. The sample was composed of 659 seventh graders (Mage = 12.32; 48% girls) from nine intervention and seven control classrooms in eight schools in Santiago, Chile. It was hypothesized that adolescents in intervention classrooms would be less befriended and more disliked by classmates who considered them as aggressors, and more befriended and less disliked by classmates who considered them as victims, compared to control classrooms. Longitudinal multiplex social network analyses (RSiena) indicate that antipathies toward peers considered as aggressive and victimized were significantly lower in intervention classrooms than in control classrooms, but no significant differences were found for friendships. These findings suggest that the impact of an educational intervention may go beyond changing individual behavior and extend to the way peer relations develop in classrooms.

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“…To measure perceived coolness, participants nominated grademates who "are the coolest kids." Coolness assesses characteristics related to power and visibility (notoriety) that classmates pay attention to and even admire (e.g., Kiefer and Wang, 2016). Having a reputation as cool is often used as a measure of high social status, particularly for adolescents (Closson, 2009).…”

Section: Outcome Measuresmentioning

confidence: 99%

How Racial/Ethnic Diversity in Urban Schools Shapes Intergroup Relations and Well-Being: Unpacking Intersectionality and Multiple Identities Perspectives

2020

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Today’s urban schools provide a unique intergroup context in which the students vary not only by race/ethnicity but also by the relative representation of their racial/ethnic groups. In two studies, we examined how this diversity aligns with intersectionality and multiple identities perspectives to affect the power and status associated with each group to shape intergroup dynamics. Study 1 focused on the perception of intergroup bias to investigate how perceived presence of same-race/ethnicity peers affects middle school students’ intersectional intergroup attitudes based on race/ethnicity, gender, and sexual orientation. Middle school students (N = 1,107; Mage = 12.10; SD = 0.99) were randomly assigned to view Facebook-like profiles of peers that varied by gender (boy, girl), race/ethnicity (African American, Latinx), and sexual orientation (straight, lesbian, gay) and offered their first impressions as a way to assess various domains of intergroup attitudes. The perceived presence of same-race/ethnicity peers influenced intersectional intergroup attitudes, however, differentially so depending on stereotypes, prejudice, and behavioral tendencies. Study 2 focused on the experience of intergroup bias and simultaneously examined race, gender, and weight discrimination and its consequences among middle school students (N = 4,172; Mage = 13.5; SD = 0.87). Using latent profile analysis, five profiles of youth based on the pattern of perceived discrimination due to gender, race/ethnicity, and weight were identified. Being African American, Latinx, and male with a high body mass index (BMI) and few same-race/ethnicity peers at school predicted membership in a race profile, whereas being White or Asian with high BMI and more same-race/ethnicity peers predicted membership in a weight profile. Perceiving oneself as gender atypical was associated with all discrimination profiles.

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Associations of coolness and social goals with aggression and engagement during adolescence

Cited by 37 publications

References 61 publications

Measuring 8 to 12 year old children’s self-report of power imbalance in relation to bullying: development of the Scale of Perceived Power Imbalance

Measuring 8 to 12 year old children’s self-report of power imbalance in relation to bullying: development of the Scale of Perceived Power Imbalance

The Interplay of Adolescents’ Aggression and Victimization with Friendship and Antipathy Networks within an Educational Prosocial Intervention

How Racial/Ethnic Diversity in Urban Schools Shapes Intergroup Relations and Well-Being: Unpacking Intersectionality and Multiple Identities Perspectives

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