Academic Self-Presentation Strategies and Popularity in Middle School
Bibliographic Data
| ID | 11670877 |
|---|---|
| Authors | Joan M Zook (State University of New York at Geneseo, Geneseo, NY, USA, corresponding author), Justin Russotti (0000-0002-0973-7901, SUNY Geneseo), Justin M Russotti (State University of New York at Geneseo, Geneseo, NY, USA) |
| Year | 2012 |
| Volume | 33 |
| Issue | 6 |
| Pages | 765-785 |
| Publication date | 2012-12-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431612467229 |
| OpenAlex | W2002712007 |
| Language | EN |
| Citations received | 6 |
| References cited | 33 |
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
Developmental psychology · Mathematics education · Popularity · Presentation (obstetrics · Bullying, Victimization, and Aggression · Communication in Education and Healthcare · Early Childhood Education and Development · Medicine · Psychology · Social Psychology
Grade-Level Declines in Perceived Academic Support From Peers
Projecting perfection by hiding effort
The Impression Management Consequences of Hiding Effort Among Adolescents
Struggling at School
I Did Well. Should I Tell? Gender Differences in Children’s Academic Success Disclosures
More than Just Child’s Play
Masculinity, Femininity, and Sex Role Attitudes in Early Adolescence
Peer Contagion of Aggression and Health Risk Behavior Among Adolescent Males
The importance of peer group (“crowd”) affiliation in adolescence
The Development of Ability Conceptions
Adolescent peer group identification and characteristics
Prosocial and Coercive Configurations of Resource Control in Early Adolescence
Adolescence-limited and life-course-persistent antisocial behavior
Impression management
Audience Effects on Self‐Presentation in Childhood
Linkages between Children’s Beliefs about the Legitimacy of Aggression and Their Behavior
How'd You Do on That Test?”
Perceived Popularity During Early Adolescence
From Nerds to Normals
Age differences in adolescents' perceptions of their peer groups
Audiences' reactions to self-enhancing, self-denigrating, and accurate self-presentations
Self-presentation in everyday interactions
The Meaning of Meanness
Socialization to Gender Roles
The Cycle of Popularity
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,55 |
| Citation span | 2015 - 2024 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |