{"title":"Can I change my popularity? Examining the constructs of self-efficacy and mindset for popularity","authors":"Martin H. Jones, Katja Košir","doi":"10.1007/s11218-024-09889-0","DOIUrl":null,"url":null,"abstract":"<p>The multifaceted nature of peer social status entails personal benefits and potential detrimental effects that are particularly relevant to adolescents, as they place a higher emphasis on popularity and being well-liked compared to other stages of development. The study examined adolescents' motivational constructs related to gaining or changing popularity and likeability and their associations with other social status factors on a sample of 280 secondary school students from a single urban school. It aimed to establish and examine the psychometric properties of four popularity motivation scales (self-efficacy and mindset for popularity and likability), investigate their construct validity, and explore their relationship with participants' social status goals and self-beliefs. The study's results confirmed the existence of four distinct motivational dimensions related to popularity that were found to correspond with various social status goals and self-beliefs, suggesting that adolescents hold motivations for changing their popularity and likability that might align with other social status factors. In addition, the study found that mindset for popularity and likability had limited associations with other social status self-beliefs, indicating that the belief in the capacity to change one's popularity and likability may have a smaller impact on overall perceptions of social status compared to self-efficacy.</p>","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"184 1","pages":""},"PeriodicalIF":3.2000,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s11218-024-09889-0","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
The multifaceted nature of peer social status entails personal benefits and potential detrimental effects that are particularly relevant to adolescents, as they place a higher emphasis on popularity and being well-liked compared to other stages of development. The study examined adolescents' motivational constructs related to gaining or changing popularity and likeability and their associations with other social status factors on a sample of 280 secondary school students from a single urban school. It aimed to establish and examine the psychometric properties of four popularity motivation scales (self-efficacy and mindset for popularity and likability), investigate their construct validity, and explore their relationship with participants' social status goals and self-beliefs. The study's results confirmed the existence of four distinct motivational dimensions related to popularity that were found to correspond with various social status goals and self-beliefs, suggesting that adolescents hold motivations for changing their popularity and likability that might align with other social status factors. In addition, the study found that mindset for popularity and likability had limited associations with other social status self-beliefs, indicating that the belief in the capacity to change one's popularity and likability may have a smaller impact on overall perceptions of social status compared to self-efficacy.
期刊介绍：
The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.
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