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ERIC Number: EJ1015275
Record Type: Journal
Publication Date: 2013-Aug
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0272-4316
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.)
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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