Barra lateral de artículos

Enviado
January 20, 2022
Aceptado
March 3, 2023
Publicado
December 21, 2023
Descargar
PDF PDF (English)
Estadística
Leer contador : 466 Descargar : 656

Descargas

Los datos de descargas todavía no están disponibles.

Contenido del artículo principal

Resumen

La popularidad es clave para comprender los procesos de influencia entre iguales durante la adolescencia. Los individuos populares son visibles socialmente, su conducta es imitada y ocupan posiciones centrales dentro del sistema de pares. La literatura diferencia entre popularidad sociométrica (individuos que agradan y desarrollan conductas prosociales) y popularidad percibida (individuos reputados y que desarrollan conductas disruptivas). El objetivo del estudio es identificar los determinantes relacionales de la popularidad percibida en una muestra de estudiantes mexicanos de educación secundaria, incluyendo el efecto de la edad media de las clases a las que están asignados los participantes.


Los participantes son 407 estudiantes (n= 273 mujeres; 67.1%) con edades comprendidas entre 14 y 22 años (M= 15.55; DT= .99). Se emplearon técnicas de análisis de redes y análisis multinivel.


Los resultados muestran que la edad media de la clase es un factor explicativo de la variabilidad de la dependiente y el análisis de los parámetros de efectos fijos del modelo multinivel indica que ser central en la red de vínculos positivos es el predictor relacional que mejor explica la popularidad percibida (γ02= .65; t= 16.820; p < .00001; IC95%: .58 – .73).


La popularidad percibida es un fenómeno complejo y dual en el que se solapan rasgos de la popularidad percibida y sociométrica. Comprender los factores que determinan la popularidad percibida es crucial para garantizar el ajuste psicosocial de los jóvenes en contextos educativos.

Palabras clave

análisis multinivel, análisis de redes, comportamiento social, influencia social, popularidad, relaciones interpersonales

Detalles del artículo

Cómo citar
Ramos-Vidal, I. (2023). Predictores relacionales de la popularidad percibida en una muestra de adolescentes escolarizados: un análisis multinivel. PUBLICACIONES, 53(3), 97–134. https://doi.org/10.30827/publicaciones.v53i3.23775
Descargar cita
Endnote/Zotero/Mendeley (RIS)
BibTeX
Crossref
Scopus
Google Scholar
Europe PMC

Referencias

  1. Adler, P. A., & Adler, P. (1998). Peer power: Preadolescent culture and identity. Rutgers University Press.
  2. Allen, J. P., Porter, M. R., McFarland, F. C., March, P., & McElhaney, K. B. (2005). The two faces of adolescents’ success with peers: Adolescent popularity, social adaptation, and deviant behavior. Child Development, 76, 747–760. https://doi.org/10.1111/j.1467-8624.2005.00875.x
  3. Back, M. D., Schmukle, S. C., & Egloff, B. (2010). Why are narcissists so charming at first sight? Decoding the narcissism–popularity link at zero acquaintance. Journal of Personality and Social Psychology, 98(1), 132-145. https://doi.org/10.1037/a0016338
  4. Borgatti, S. P., Everett, M. G., & Freeman, L. C. (2002). Ucinet for Windows: Software for Social Network Analysis. Analytic Technologies.
  5. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  6. Bukowski, W. M. (2011). Popularity as a social concept: Meanings and significance. En A. H. N. Cillessen, D. Schwartz, & L. Mayeux (Eds.), Popularity in the peer system (pp. 3–24). The Guilford Press.
  7. Bukowski, W. M., & Newcomb, A. F. (1984). Stability and determinants of sociometric status and friendship choice: A longitudinal perspective. Developmental Psychology, 20(5), 941. https://doi.org/10.1037/0012-1649.20.5.941
  8. Cillessen, A. H., & Borch, C. (2006). Developmental trajectories of adolescent popularity: A growth curve modelling analysis. Journal of Adolescence, 29(6), 935-959. https://doi.org/10.1016/j.adolescence.2006.05.005
  9. Cillessen, A. H., & Rose, A. J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14(2), 102-105.
  10. Cillessen, A. H., Schwartz, D., & Mayeux, L. (Eds.). (2011). Popularity in the peer system. Guilford Press.
  11. Coie, J. D., & Dodge, K. A. (1983). Continuities and changes in children’s social status: a five-year longitudinal study. Merrill-Palmer Quarterly, 29, 261–282.
  12. Ellis, W. E., & Zarbatany, L. (2007). Peer group status as a moderator of group influence on children’s deviant, aggressive, and prosocial behavior. Child Development, 78(4), 1240-1254. https://doi.org/10.1111/j.1467-8624.2007.01063.x
  13. Ennett, S. T., Faris, R., Hipp, J., Foshee, V. A., Bauman, K. E., Hussong, A., & Cai, L. (2008). Peer smoking, other peer attributes, and adolescent cigarette smoking: A social network analysis. Prevention Science, 9(2), 88-98. https://doi.org/10.1007/s11121-008-0087-8
  14. Espelage, D. L. (2014). Ecological theory: Preventing youth bullying, aggression, and victimization. Theory into Practice, 53(4), 257-264. https://doi.org/10.1080/00405841.2014.947216
  15. Estévez, E., López, E. E., & Musitu, G. (2007). Relaciones entre padres e hijos adolescentes (Vol. 3). Nau Llibres.
  16. Faris, R., & Ennett, S. (2012). Adolescent aggression: The role of peer group status motives, peer aggression, and group characteristics. Social Networks, 34(4), 371-378. https://doi.org/10.1016/j.socnet.2010.06.003
  17. Friedkin, N. E. (2001). Norm formation in social influence networks. Social Networks, 23(3), 167-189. https://doi.org/10.1016/S0378-8733(01)00036-3
  18. Giordano, P. C. (2003). Relationships in adolescence. Annual Review of Sociology, 29(1), 257-281. https://doi.org/10.1146/annurev.soc.29.010202.100047
  19. Goldstein, H. (2011). Multilevel statistical models (Vol. 922). John Wiley & Sons.
  20. Goldstick, J. E., Heinze, J., Ngo, Q., Hsieh, H. F., Walton, M. A., Cunningham, R. M., & Zimmerman, M. A. (2018). Perceived peer behavior and parental support as correlates of marijuana use: The role of age and gender. Substance Use & Misuse, 53(3), 521-531. https://doi.org/10.1080/10826084.2017.1342660
  21. Gremmen, M. C., Dijkstra, J. K., Steglich, C., & Veenstra, R. (2017). First selection, then influence: Developmental differences in friendship dynamics regarding academic achievement. Developmental Psychology, 53(7), 1356-1370. https://doi.org/10.1037/dev0000314
  22. IBM Corp. (2020). IBM SPSS Statistics for Windows. IBM Corp.
  23. Jiang, X., & Cillessen, A. (2005). Stability of continuous measures of sociometric status: a meta-analysis. Developmental Review, 25, 1–25. https://doi.org/10.1016/j.dr.2004.08.008
  24. Jiménez, T. I., & Estévez, E. (2017). School aggression in adolescence: Examining the role of individual, family and school variables. International Journal of Clinical and Health Psychology, 17(3), 251-260. https://doi.org/10.1016/j.ijchp.2017.07.002
  25. Kupersmidt, J. B., & Dodge, K. A. (Eds.). (2004). Children’s peer relations: From development to intervention to policy. American Psychological Association.
  26. LaFontana, K. M., & Cillessen, A. H. N. (2002). Children’s stereotypes of popular and unpopular peers: A multi-method assessment. Developmental Psychology, 38, 635–647. https://doi.org/10.1037/0012-1649.38.5.635
  27. Larson, R. W., Richards, M. H., Moneta, G., Holmbeck, G., & Duckett, E. (1996). Changes in adolescents’ daily interactions with their families from ages 10 to 18: Disengagement and transformation. Developmental Psychology, 32(4), 744-754. https://doi.org/10.1037/0012-1649.32.4.744
  28. Lease, A. M., Kennedy, C. A., & Axelrod, J. L. (2002). Children’s social constructions of popularity. Social Development, 11(1), 87-109. https://doi.org/10.1111/1467-9507.00188
  29. Masland, L. C., & Lease, A. M. (2013). Effects of achievement motivation, social identity, and peer group norms on academic conformity. Social Psychology of Education, 16(4), 661-681. https://doi.org/10.1007/s11218-013-9236-4
  30. McCoy, S. S., Dimler, L. M., Samuels, D. V., & Natsuaki, M. N. (2019). Adolescent susceptibility to deviant peer pressure: Does gender matter?. Adolescent Research Review, 4(1), 59-71. https://doi.org/10.1007/s40894-017-0071-2
  31. Miles, S. (2000). Youth lifestyles in a changing world. McGraw-Hill Education (UK).
  32. Misch, A., & Dunham, Y. (2021). (Peer) Group influence on children’s prosocial and antisocial behavior. Journal of Experimental Child Psychology, 201, 104994. https://doi.org/10.1016/j.jecp.2020.104994
  33. Monahan, K. C., Steinberg, L., & Cauffman, E. (2009). Affiliation with antisocial peers, susceptibility to peer influence, and antisocial behavior during the transition to adulthood. Developmental Psychology, 45(6), 1520-1530. https://doi.org/10.1037/a0017417
  34. Moody, J., Brynildsen, W. D., Osgood, D. W., Feinberg, M. E., & Gest, S. (2011). Popularity trajectories and substance use in early adolescence. Social Networks, 33(2), 101-112. https://doi.org/10.1016/j.socnet.2010.10.001
  35. Moreno, M. C., Muñoz-Tinoco, V., Pérez, P., & Sánchez-Queija, I. (2006). Los adolescentes españoles y sus familias: calidad en la comunicación con el padre y con la madre y conductas de riesgo relacionadas con el consumo de sustancias adictivas. Cultura y Educación, 18(3-4), 345-362. https://doi.org/10.1174/113564006779172975
  36. Pardo, A., Ruiz, M. Á., & San Martín, R. (2007). Cómo ajustar e interpretar modelos multinivel con SPSS. Psicothema, 19(2), 308-321.
  37. Parkhurst, J. T., & Hopmeyer, A. (1998). Sociometric popularity and peer-perceived popularity: Two distinct dimensions of peer status. The Journal of Early Adolescence, 18(2), 125-144. https://doi.org/10.1177/0272431698018002001
  38. Ramos-Vidal, I. (2016). Popularidad y relaciones entre iguales en el aula: Un estudio prospectivo. Psicología Educativa, 22(2), 113-124. 10.1016/j.pse.2015.12.001
  39. Roebroek, L., & Koning, I. M. (2016). The reciprocal relation between adolescents’ school engagement and alcohol consumption, and the role of parental support. Prevention Science, 17(2), 218-226. https://doi.org/10.1007/s11121-015-0598-z
  40. Rubin, K. H., Bukowski, W. M., & Parker, J.G. (1998). Peer interactions, relationships, and groups. En W. Damon (Series Ed.) & N. Eisenberg (Ed.), Handbook of child psychology: Social, emotional, and personality development (pp. 619–700). Wiley.
  41. Sijtsema, J. J., & Lindenberg, S. M. (2018). Peer influence in the development of adolescent antisocial behavior: Advances from dynamic social network studies. Developmental Review, 50, 140-154. https://doi.org/10.1016/j.dr.2018.08.002
  42. Snijders, T. A., & Bosker, R. J. (2011). Multilevel analysis: An introduction to basic and advanced multilevel modeling. Sage.
  43. Steinberg, L. (2011). Adolescence. McGraw-Hill.
  44. Valiente, C., Swanson, J., DeLay, D., Fraser, A. M., & Parker, J. H. (2020). Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context. Developmental Psychology, 56(3), 578-594. https://doi.org/10.1037/dev0000863
  45. van den Berg, Y. H., Burk, W. J., & Cillessen, A. H. (2019). The functions of aggression in gaining, maintaining, and losing popularity during adolescence: A multiple-cohort design. Developmental Psychology, 55(10), 2159-2168. https://doi.org/10.1037/dev0000786
  46. van Hoorn, J., van Dijk, E., Meuwese, R., Rieffe, C., & Crone, E. A. (2016). Peer influence on prosocial behavior in adolescence. Journal of Research on Adolescence, 26(1), 90-100. https://doi.org/10.1111/jora.12173
  47. Wang, M. T., Kiuru, N., Degol, J. L., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58, 148-160. https://doi.org/10.1016/j.learninstruc.2018.06.003
  48. Wentzel, K. R., & Ramani, G. B. (Eds.). (2016). Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes. Routledge.
  49. White, R., & Renk, K. (2012). Externalizing behavior problems during adolescence: An ecological perspective. Journal of Child and Family Studies, 21(1), 158-171. https://doi.org/10.1007/s10826-011-9459-y
  50. Young, J. T. (2014). “Role magnets”? An empirical investigation of popularity trajectories for life-course persistent individuals during adolescence. Journal of Youth and Adolescence, 43(1), 104-115. https://doi.org/10.1007/s10964-013-9946-0