In the past, research often examined child and adolescent popularity levels and their relation to peer group affiliation, developmental outcomes, and a host of other variables. Recent literature has however established a variation within the concept of popularity that challenges past research regarding its effects and characteristics. Popularity is now understood to encompass two different constructs: sociometric popularity and perceived popularity. Sociometric popularity is described as representing a person’s level of overall likeability, and sociometric popular peers are frequently described as kind, trustworthy, and dominant, but not aggressive (Sandstrom & Cillessen, 2006; Parkhurst & Hopmeyer, 1998). On the contrary, perceived popularity captures an individual’s level of social reputation despite likeability (Prinstein & Cillessen, 2003). It encompasses a peer’s status, influence and centrality in a peer group (Sandstrom & Cillessen, 2006). Perceived popular peers are often described as untrustworthy, unkind, and dominantly aggressive (Parkhurst & Hopmeyer, 1998). Unusually, perceived popular peers are also regularly found to possess prosocial tendencies despite their overwhelming use of aggression (Sandstrom & Cillessen, 2006).
Several studies have demonstrated associations between perceived popularity and aggression (Prinstein & Cillessen, 2003; Sandstrom & Cillessen, 2006; Cillessen & Mayeux, 2004). In a study conducted by Cillessen and Mayeux (2004) perceived popularity positively predicted relational aggression, and relational aggression positively predicted perceived popularity between grade 6 and grade 8. Perceived popularity has also been associated with higher levels of aggression over time. Sandstrom and Cillesse...
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... situates high status as a type of reinforcement for aggressive behaviour, as well as a variety of other past literature revolving around the concepts involved in this study, I hypothesize that a constant rate of perceived popularity over time will be positively correlated to an increase in peer nominated aggression over time, as well observed aggression. I believe a positive correlation will be demonstrated because teens perceive their aggression as an aid to maintaining their status, and further view their status as a reward reinforcing their aggression. I think this type of belief system will cause high status teens to increase in their aggressive behaviours over time (Prinstein and Cillessen, 2003). I further hypothesize that perceived popularity at Time 1 will be positively correlated to increases in observed aggression at Time 2, 3, and 4 for the same reasons.
Adachi, P.J.C. & Willoughby, T. (2011). The Effect of Video Game Competition and Violence on Aggressive Behavior: Which Characteristic Has the greatest influence? Psychology of Violence 1(4), 259-274.
Lefkowitz, Monroe M. 1977. Growing Up to be Violent: A Longitudinal Study of the Development of Aggression. New York: Pergamon.
306) and society’s knowledge of the ramifications of aggression, combined with cultural expectations, helps to control how aggressive behavior is manifested (Eagly & Wood, 1991, p. 311). Females are for the most part not overtly aggressive with each other and are more inclined to use their social intelligence to exploit relationships or undermine other peers they are in competition with (Crothers, Lipinski, & Minutolo, 2009, p. 102). These manipulative behaviors are comprised of gossiping, avoidance, rumor spreading, and stealing of friends or romantic interests (Crothers et al., 2009, p.
Vaillancourt, T., & Hymel, S. (2006). Aggression and social status: The moderating roles of sex and peer-valued characteristics. Aggressive Behavior, 32, 396–408. doi:10.1002/ab.20138.
Sumter, S.R., Bokhorst, C.L., Steinberg, L., & Westenberg, P.M. (2009). The developmental pattern of resistance to peer influence in adolescence: Will the teenager ever be able to resist? Journal of Adolescence, 32(4), 1009-21. Retrieved from
Social aggression is a type of aggression that harms the target’s self-esteem and social standing (Galen & Underwood, 1997, as is cited in Martins, & Wilson, 2011) through direct or indirect actions via both verbal and nonverbal means. A survey shows that about 35% of adolescents engage in malicious gossip on a monthly basis (Wang, Iannotti, & Nansel, 2009, as is cited in Martins, & Wilson, 2011). It is also found that social aggression is more prevalent among girls rather than boys (Martins, & Wilson, 2011). Previous research found that TV with aggressive content leads to both immediate
There is a direct link between low-self esteem and antisocial behavior (Donnellan, 2004). Role models can alter an adolescent’s antisocial behavior and their attitudes toward violent behaviors by simply changing their behavior. Role models that participate in prosocial behaviors raise the self-esteem of teens so the they do not experience shame for being less supportive of violent behaviors (Hurd, 2011). By modeling prosocial behaviors, role models teach adolescents how to interact with individuals nonviolently. As a result, adolescents are inclined to perform in the same manner (Hurd, 2011).Also, when adolescents witness their role models get awarded for their prosocial behavior, they vicariously learn about the benefits associated with positive behaviors (Hurd, 2011). Adolescents often imitate the behavior of their role models (Hurd, 2011). So, being exposed to prosocial behaviors displayed by role models can lead to the development of attitudes for peaceful conflict resolutions that are nonaggressive.
Smångs states that juvenile delinquency is a group phenomenon, he says that “friends of juvenile delinquents are delinquent to a much greater extent than friends of non-delinquents” (Smångs, 2010, pg. 609). Juveniles are influenced, or transformed, by their relationships with their peers. Juveniles want to fit in and feel accepted, it is common for juveniles to act differently to try to impress their peers or fit in. The study actually compares two different rival theories; this is to help collect a more accurate series of results.
There are many issues with mass communication, some that we have complete control over and other issues that we don’t have any control over. Either way they are issues that we see everyday and its important to be informed on the issues as well as know some ways to ignore or prevent these issues from popping up in our everyday life. We can’t prevent all the issues with mass communication but we can certainly spread the word about them in hopes to end them all together. Two major issues that I know have been popular all over the world are television violence affecting children’s behavior and cyberbullying through social media websites. These two issues are very similar and in some ways can affect one another. Children can pick up violence on television and use that violence against peers on social media websites. This cycle has gotten increasingly worse over the years and its important to be informed so that this violence through mass communication can end all together.
Many people have debated popular culture, and whether or not it is beneficial or harmful. The people who say it’s harmful feel that way because it has decimated a majority of different cultures. People who support popular culture are avid consumerism, and support business growth. Here’s a special look at popular culture in action, how it became so dominant, it’s benefits, and it’s dangers.
Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: a Meta-Analytic Review of the Scientific Literature." Psychological Science (2001). EBSCO. DePaul Library. 7 Mar. 2008.
Friendships are the closest relationships that children have with individuals of their own age (Berndt) and establishing positive relationships with peers is seen as a vitally important developmental task during childhood (Sroufe and Rutter, 1984). Piaget (1932/1965) argued that close peer relationships were essential for the development of morality and the influence exercised on children by their peers has long been recognised. Bronfenbrenner (1970) argued that peer pressure leads to antisocial behaviour by adolescents, including the expression of aggressive behaviours. Aggression is an important behaviour to consider because it is known to have a negative impact on development. Childhood aggression reliably predicts aggressive behaviour in adolescence (Cairns et al, 1989) and has emerged as the strongest risk factor for delinquency, crime and substance abuse during adolescence and adulthood (Patterson et al, 1991). If research can shed light on the causes and moderators of childhood aggression it may be possible to develop effective interventions that reduce the aggressive child’s risk of falling into long term antisocial behaviour. While research on the link between peer relationships and aggressive behaviour among children has often been inconsistent, even contradictory, it has emerged that where aggressive children form friendships, the friendships are likely to be forged with those children who also display aggressive behaviour. However, the precise nature of the relationship between friendship and aggression remains unclear. It is possible that aggressive children actively seek out aggressive peers and that the friendship develops as a result of the similar levels of aggression. It is also possible that children learn aggre...
MC is a process by which a message starting from one place reaches a large number of people in many different locations. It is different with the usual face-to-face communication in a small meeting or a classroom or a board room. MC is not possible in the reverse direction i.e. from receiver to source
“About 76% of parents agree that violent video games does increase aggressive behavior among you teens and children. Arguments say that violent games cause more bulling and fighting in schools (Do violent video games contribute to youth violence).” These young teens and children act out as the carteries form the violent video games. They want to be though and to be the person everyone is afraid of or the popular person.
An in depth study done by Lefkowitz, was a ten-year longitudinal study. Questionnaires and interviews were used and the children and parents were asked to rate each other on their display and use of aggression. The results showed that the habits if 8 year-old boys were good predictors of their aggressive behavior through childhood and adolescence. The more the boys watched violent TV at the third grade level the more aggressive they were 10 years later. This study showed a strong correlation between these factors but proof of causation is not possible.