Academic Predictors of Early Adolescents' Perceived Popularity: The Moderating Effects of Classroom Academic Norm Salience
In order to extend our understanding of the effect of academic motivations and outcomes on the social status of adolescents in the classroom context, this study examined the predictive role of academic achievement and achievement goals on early adolescents' perceived popularity and the effect o...
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Frontiers Media S.A.
2019-06-01
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doaj-23a128c04d704d6b9f8812eb64d9a64e2020-11-25T02:25:54ZengFrontiers Media S.A.Frontiers in Education2504-284X2019-06-01410.3389/feduc.2019.00052445138Academic Predictors of Early Adolescents' Perceived Popularity: The Moderating Effects of Classroom Academic Norm SalienceYunyun Zhang0Ping Ren1Xin Li2Hongyun Liu3Fang Luo4China Quality Basic Education Monitoring Collaborative Innovation Center, Beijing Normal University, Beijing, ChinaChina Quality Basic Education Monitoring Collaborative Innovation Center, Beijing Normal University, Beijing, ChinaChina Quality Basic Education Monitoring Collaborative Innovation Center, Beijing Normal University, Beijing, ChinaBeijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, ChinaBeijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, ChinaIn order to extend our understanding of the effect of academic motivations and outcomes on the social status of adolescents in the classroom context, this study examined the predictive role of academic achievement and achievement goals on early adolescents' perceived popularity and the effect of classroom academic norm salience on these relationships. In total, 2,558 adolescents in grade 7 (mean age 12.97 years) in mainland China participated in the study. Hierarchical linear modeling (HLM) was used to examine predictive effects of within-class and between-class predictors on perceived popularity. The results showed that only girls' academic achievement and the performance-approach goals of both genders positively predicted adolescents' perceived popularity. Classroom academic norm salience strengthened the negative role of performance-avoidance goals on perceived popularity, and it seems to undermine gender differences in the effect of mastery goals on perceived popularity. The current study will not only fill the gaps in research on the relationship between academic development and social status, but also reveal the special influence and significance of collective cultures such as Chinese in this field and show a different relationship pattern from those found in previous Western studies.https://www.frontiersin.org/article/10.3389/feduc.2019.00052/fullperceived popularityacademic achievementachievement goalsclassroom academic norm salienceearly adolescents |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Yunyun Zhang Ping Ren Xin Li Hongyun Liu Fang Luo |
spellingShingle |
Yunyun Zhang Ping Ren Xin Li Hongyun Liu Fang Luo Academic Predictors of Early Adolescents' Perceived Popularity: The Moderating Effects of Classroom Academic Norm Salience Frontiers in Education perceived popularity academic achievement achievement goals classroom academic norm salience early adolescents |
author_facet |
Yunyun Zhang Ping Ren Xin Li Hongyun Liu Fang Luo |
author_sort |
Yunyun Zhang |
title |
Academic Predictors of Early Adolescents' Perceived Popularity: The Moderating Effects of Classroom Academic Norm Salience |
title_short |
Academic Predictors of Early Adolescents' Perceived Popularity: The Moderating Effects of Classroom Academic Norm Salience |
title_full |
Academic Predictors of Early Adolescents' Perceived Popularity: The Moderating Effects of Classroom Academic Norm Salience |
title_fullStr |
Academic Predictors of Early Adolescents' Perceived Popularity: The Moderating Effects of Classroom Academic Norm Salience |
title_full_unstemmed |
Academic Predictors of Early Adolescents' Perceived Popularity: The Moderating Effects of Classroom Academic Norm Salience |
title_sort |
academic predictors of early adolescents' perceived popularity: the moderating effects of classroom academic norm salience |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Education |
issn |
2504-284X |
publishDate |
2019-06-01 |
description |
In order to extend our understanding of the effect of academic motivations and outcomes on the social status of adolescents in the classroom context, this study examined the predictive role of academic achievement and achievement goals on early adolescents' perceived popularity and the effect of classroom academic norm salience on these relationships. In total, 2,558 adolescents in grade 7 (mean age 12.97 years) in mainland China participated in the study. Hierarchical linear modeling (HLM) was used to examine predictive effects of within-class and between-class predictors on perceived popularity. The results showed that only girls' academic achievement and the performance-approach goals of both genders positively predicted adolescents' perceived popularity. Classroom academic norm salience strengthened the negative role of performance-avoidance goals on perceived popularity, and it seems to undermine gender differences in the effect of mastery goals on perceived popularity. The current study will not only fill the gaps in research on the relationship between academic development and social status, but also reveal the special influence and significance of collective cultures such as Chinese in this field and show a different relationship pattern from those found in previous Western studies. |
topic |
perceived popularity academic achievement achievement goals classroom academic norm salience early adolescents |
url |
https://www.frontiersin.org/article/10.3389/feduc.2019.00052/full |
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