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ERIC Number: EJ1051410
Record Type: Journal
Publication Date: 2014-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0012-1649
Popularity among Same-Sex and Cross-Sex Peers: A Process-Oriented Examination of Links to Aggressive Behaviors and Depressive Affect
Troop-Gordon, Wendy; Ranney, John D.
Developmental Psychology, v50 n6 p1721-1733 Jun 2014
Popularity has been linked to heightened aggression and fewer depressive symptoms. The current study extends this literature by examining the unique contributions of same-sex and cross-sex popularity to children's development, as well as potential mediating processes. Third- and 4th-graders (212 boys, 250 girls) provided data at 3 time points over 2 school years. Data included peer-reported popularity, social exclusion, friendships, peer victimization, and aggression and self-reported social self-esteem and depressive affect. Same-sex and cross-sex popularity independently contributed to the prediction of aggression and depressive affect. Popularity was associated with heightened aggression through reduced social exclusion and was indirectly related to lower levels of depressive affect through increased friendships. For boys only, same-sex popularity was further associated with dampened depressive affect through reduced social exclusion and peer victimization and increased social self-esteem. Findings are discussed in light of the potential tradeoffs associated with popularity in preadolescence.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Center for Epidemiologic Studies Depression Scale; Self Perception Profile for Children