Academic Self-Presentation Strategies and Popularity in Middle School

Autor/inn/en	Zook, Joan M.; Russotti, Justin M.
Titel	Academic Self-Presentation Strategies and Popularity in Middle School
Quelle	In: Journal of Early Adolescence, 33 (2013) 6, S.765-785 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431612467229
Schlagwörter	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; New York + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Notenspiegel; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Täuschung; Schülerverhalten; Geschlechterkonflikt; Peer-Beziehungen; Rural area; Ländlicher Raum; Regression; Regressionsanalyse; Schulleistung; Fragebogen
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10