Dimensions of Social Status in Preadolescent Peer Groups: Likability, Perceived Popularity, and Social Dominance

By A. M. Lease, Kate Musgrove, Jennifer L. Axelrod. 2002

254 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e533125c36834b62dfa177c942ac65eaf376493c

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Citations in the corpus

Developmental Changes in the Priority of Perceived Status in Childhood and Adolescence. (2010, unknown): “…cling to their reputation but maintain their status reputation in a more natural way based on the merits of their empathic abilities, social skills, or natural leadership (de Bruyn & Cillessen, 2006; Cillessen & Mayeux, 2004; Lease, Musgrove, & Axelrod, 2002; Prinstein & Cillessen, 2003).”
Basking in Reflected Glory and Its Limits: Why Adolescents Hang Out With Popular Peers (2010, unknown): “As a consequence, membership of the popular crowd negatively affected the position of adolescents within the larger peer group and led peers to characterize popular adolescents as snobbish and arrogant (see also de Bruyn & Cillessen, 2006; Gorman, Kim, & Schimmelbusch, 2002; Lease et al., 2002).”
Popularity in Early Adolescence: Prosocial and Antisocial Subtypes (2006, background): “Some researchers found positive associations between consensual popularity and measures of academic performance (e.g., Farmer, Estell, Bishop, O’Neal, & Cairns, 2003; LaFontana & Cillessen, 2002; Lease et al., 2002).”
The benefits of a long-lens approach to leader development: Understanding the seeds of leadership (2011, background): “A unique study found that pre-adolescent students who were high in likeability, perceived popularity, and social dominance were seen as significantly more leader-like than students scoring low on the three dimensions (Lease et al., 2002).”
Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms (2010, background): “…and less likely to have popular sociometric status, and they are less likely to associate with conventional peers and are more likely to be in peer groups that are composed primarily of other socially marginalized children (Bagwell et al., 2000; Farmer et al., 2002, 2003; Lease et al., 2002).”