Heterogeneity of popular boys: antisocial and prosocial configurations.

By Philip C. Rodkin, T. Farmer, R. Pearl, R. Acker. Developmental Psychology, 2000

805 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2bbdf170b97d32dbc6450e8e0c3ba3835503e2df

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Citations in the corpus

Predicting Peer Acceptance in Dutch Youth (2006, background): “Furthermore, it was repeatedly shown that antisocial and aggressive behavior seems to be associated with lower peer acceptance for girls only (Coie & Dodge, 1998), whereas both prosocial and antisocial boys are among the most popular in their classrooms (Farmer & Rodkin, 1996; Rodkin et al., 2000).”
Casualties of Social Combat (2014, background): “Additionally, the pain of victimization may be compounded as high-status youth—whose popularity does not necessarily translate into affection and often masks widespread dislike—discover their friends have secretly rooted for their downfall (Prinstein and Cillessen 2003; Rodkin et al. 2000).”
Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School (2009, neutral): “This measure has also been used extensively in past work on issues pertaining to popularity and aggression (Cairns et al. 1988; Estell et al. 2002, 2007; Farmer and Rodkin 1996; Rodkin et al. 2000).”
Aggression and social status: the moderating roles of sex and peer‐valued characteristics (2006, background): “Research on social status or popularity within the peer group has drawn from two distinct research traditions that operationalize status very differently [Lease et al., 2002; Parkhurst and Hopmeyer, 1998; Rodkin et al., 2000].”
Adaptive and Nonadaptive Help Seeking With Peer Harassment: An Integrative Perspective of Coping and Self-Regulation (2008, background): “Children high in perceived popularity (ie, those with a reputation of being popular; Cillessen & Mayeux, 2004 ; Parkhurst & Hopmeyer, 1998 ) generally are thought to be “tough” and not easy to push around, whereas children low in perceived popularity are thought to be “weak” ( Rodkin, Farmer, Pear”
Adolescent Leadership Development (2009, methodology): “Interestingly, both studies confirmed the anti-social leader wielded more influence, power, and was more easily recognizable than the pro-social leader (Miller-Johnson et al., 2003; Rodkin and Farmer, 2000).”