ERIC Number: EJ1015275
Record Type: Journal
Publication Date: 2013-Aug
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0272-4316
EISSN: N/A
Academic Self-Presentation Strategies and Popularity in Middle School
Zook, Joan M.; Russotti, Justin M.
Journal of Early Adolescence, v33 n6 p765-785 Aug 2013
This study examined early adolescents' beliefs about which academic self-presentation strategies hypothetical hard-working, high-achieving students should use with popular peers, adolescents' own use of self-presentation strategies, and links between popularity and self-presentation strategies. In response to scenarios in which popular classmates ask high-achieving students about their grades, most seventh- and eighth-grade participants ("N" = 312) believed they should be honest or give a vague response. In their own interactions, participants reported using strategies that hid grades more frequently than strategies that involved lying. Popularity was not related to adolescents' use of self-presentation strategies, but self-presentation strategy beliefs varied by popularity, grade, and gender. Popular seventh-grade students believed high-achieving students should be honest about their grades and effort, whereas popular eighth-grade students believed they should claim to have studied less. Among popular eighth-grade students, girls were more likely than boys to believe they should give a vague response. (Contains 3 tables.)
Descriptors: Middle School Students, Peer Acceptance, High Achievement, Grades (Scholastic), Grade 7, Grade 8, Deception, Student Attitudes, Gender Differences, Peer Relationship, Rural Areas, Regression (Statistics), Self Disclosure (Individuals), Academic Achievement, Questionnaires
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A