Peer Status

Abstract

Within the first few years of life, children establish relatively stable social positions among their peers. Research has demonstrated longitudinal associations between peer status and a variety of developmental outcomes. However, the correlational nature of this research leaves open the question of whether peer status exerts a unique, causal impact on psychological adjustment. Presented here is a brief synthesis of existing research in the field of peer status, including current definitions of the constructs of peer status and a review of key developmental outcomes often associated with peer status.

From A (Aggression) to V (Victimization): Peer Status and Adjustment Among Academically Gifted Students in Early Adolescence

“…In contrast to the almost exclusively positive behavioral profile associated with high preference-based peer status, the profile is more mixed for students who are perceived as popular by their peers (those with high reputation-based peer status). On the one hand, perceived popularity is similarly characterized not only by prosocial and leadership behaviors but also by behaviors more traditionally associated with low preference-based status, such as overt and relational aggression (Cillessen & Rose, 2005), poor academic achievement (Meijs, Cillessen, Scholte, Segers, & Spijkerman, 2010), and risky health behaviors including substance use (Browne, Prinstein, & Heilbron, 2009) and drinking alcohol (Allen, Porter, McFarland, Marsh, & McElhaney, 2005).…”