School engagement trajectories in adolescence: The role of peer likeability and popularity
Maaike C Engels1, Hilde Colpin1, Karla Van Leeuwen1
1KU Leuven, Tiensestraat 102, box 3717, 3000 Leuven, Belgium.
Abstract:
This accelerated longitudinal study examined how peer status (i.e., peer likeability and popularity) is involved in adolescents' school engagement trajectories. A large sample of students was followed from Grades 7 to 11 (N=1116; Mage=13.79years). Students' school engagement and peer status were assessed using self-reports and peer nominations, respectively. Latent growth curve modeling revealed that different engagement dimensions were differentially associated with peer status. Likeability was positively related to both behavioral and emotional engagement in Grade 7, but not to behavioral and emotional disaffection. In contrast, popularity was related to less behavioral engagement and more behavioral disaffection at the start of secondary education, but not to emotional engagement and disaffection. Moreover, students' aggressive behavior moderated the relation between popularity and behavioral engagement in Grade 7, denoting the risk of popularity in combination with average and high levels of aggression. Results suggest that adolescents' popularity may interfere with meeting academic demands in general and with showing engagement in particular.
More Related Videos
Related Concept Videos
Influence of Parents and Peers on Identity
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth....
Self-Evaluation: Self-Enhancement and Self-Verification
Factors Influencing Attraction VI: Personality Traits
Sources of Self-Esteem I: Family Experience
Factors Influencing Attraction V: Social Skills
Erikson's Theory on Socioemotional Development during Adolescence


