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The Role of Academic Status Norms in Friendship Selection and Influence Processes Related to Academic Achievement
- Source :
-
Developmental Psychology . Feb 2019 55(2):337-350. - Publication Year :
- 2019
-
Abstract
- This study examined the role of academic status norms in friendship selection and influence processes related to academic achievement across the 2nd year of secondary school (SNARE project; N = 1,549 students from 70 classes; Mage = 13.69 years). Academic status norms were operationalized as the class-level correlation between academic achievement and 4 types of peer status: popularity, acceptance, unpopularity, and rejection. Longitudinal social network analyses indicated that the unpopularity and popularity norm play a role in friendship selection processes (but not influence processes) related to academic achievement. In line with our hypotheses, the unpopularity norm in the classroom strengthened similarity-based friendship selection among low-achieving adolescents and predicted greater avoidance of academically similar friends among high-achieving adolescents. Also, the popularity norm strengthened friendship selection among similar peers, both among low and high achievers. Acceptance and rejection norms did not play a role in friendship processes. In sum, the average achievement of popular and unpopular peers shapes friendship preferences in the classroom, which may have important implications for adolescent academic development.
Details
- Language :
- English
- ISSN :
- 0012-1649
- Volume :
- 55
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Developmental Psychology
- Publication Type :
- Academic Journal
- Accession number :
- EJ1204096
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1037/dev0000611