Aggressive and Prosocial Behaviors within Early Adolescent Friendship Cliques: What's Status Got to Do with It?

Merrill-Palmer Quarterly, Oct 2009 by Closson, Leanna M

This study involved an examination of the role of perceived popularity and social dominance in the social behaviors used within early adolescents' [N = 387) friendship cliques. A status hierarchy between cliques within each grade (based on peer-rated perceived popularity) and a status hierarchy between individuals within each clique (based on friend-rated social dominance) were delineated. Results revealed that adolescents' within-clique dominance rank and their clique's collective perceived popularity status were independently related to their social behaviors used within their cliques and their likability by friends and peers. Levels of aggression were highest within perceived popular cliques and perceived unpopular cliques, whereas levels of prosocial behavior and friend/peer likability were lowest in perceived unpopular cliques. Findings also indicated that aggression toward clique members was associated with social dominance within the clique. However, dominant adolescents using both aggressive and prosocial behaviors within their cliques may be afforded the most social rewards.

Traditionally, developmental researchers have conceptualized high-status youths as liked, sociable, and nonaggressive and low-status youths as dis- liked, unsociable, and aggressive or withdrawn (Newcomb, Bukowski, & Pattee, 1993). However, recent work has begun to show that behavioral characteristics and outcomes associated with social status are not as clear- cut as previously thought. For example, when considering measures of social status based in sociology (i.e., perceived popularity) and ethology (i.e., social dominance), high status is often associated with aggressive behavior (Hawley, 2003; Prinstein & Cillessen, 2003; Rodkin, Farmer, Pearl, & Van Acker, 2000). In fact, researchers have argued that some aggression may be normative and beneficial to social adjustment (Hawley, 2003; Little, Brauner, Jones, Nock, & Hawley, 2003), especially if aggression is carefully balanced by the use of prosocial behavior (Hawley, 2003). Thus far, the social behaviors and experiences of such high-status children and adolescents have been quantitatively studied within the larger peer group context (e.g., Hawley, 2003; Lease, Kennedy, & Axelrod, 2002; Parkhurst & Hopmeyer, 1998; Prinstein & Cillessen, 2003; Rodkin et al., 2000; Savin- Williams, 1979) and, less often, within dyadic friendships (Hawley, Little, & Card, 2007).

Friendship Cliques and Social Status

Except for a few ethnographic studies (Adler & Adler, 1998; Merten, 1997), researchers have yet to explore associations between status and behavior used within friendship cliques. Unlike larger peer groups such as classmates or grademates at school, cliques are comprised of youths who voluntarily and frequently associate with one another and identify one another as friends (Rubin, Bukowski, & Parker, 1998). By late childhood/ early adolescence, nearly all youths report being members of cliques (Rubin et al., 1998; Thompson, O'Neill Grace, & Cohen, 2001). Since the prevalence and social influence of cliques has been reported to peak during early adolescence (Thompson et al., 2001), the associations between social status and the dynamics within cliques may be particularly important to study at this stage of development.

Social status is a central aspect of daily life for early adolescents, as inclusion and acceptance by peers become strongly desired (Merten, 2004). During this time, social status exists within the larger peer network (e.g., classroom or grade) as well as within smaller social groups (e.g., cliques) and can reflect one's own social reputation or one's reputation based on with whom one affiliates (Cairns, Perrin, & Cairns, 1985). Both individuals within cliques and cliques within the larger peer network may be organized hierarchically (Adler & Adler, 1998). For purposes of this study, the hierarchy of cliques within the larger peer network (i.e., grade) was determined based on the collective status (i.e., peer-rated perceived popularity) of those who comprise each clique, and the hierarchy within each clique was determined based on the status (i.e., friend-rated social dominance) of each individual clique member. The primary aim of the present study was to examine the relationships between two measures of social status (i.e., perceived popularity and social dominance) and early adolescents' experiences within their cliques.

Likability and Social Impact

Developmental psychologists have traditionally assessed social status using measures of peer liking and disliking (i.e., sociometric status). Sociometric measures allow individuals to be classified based on social preference (nominations of like most minus like least), and social impact (nominations of like most plus like least) (Coie, Dodge, & Coppotelli, 1982). Social preference is a measure of relative likability in the peer group, whereas social impact is a measure of visibility in that peers regard the child with strong opinions (Terry, 2000). Thus, those who score high on social impact are highly liked, highly disliked, or a combination of both. During early adolescence, both peer likability (i.e., social preference) and social impact have been positively associated with supportiveness, assertiveness, and physical attractiveness; however, social impact has also been positively associated with disruptiveness and aggression (Coie et al., 1982). Prior to the present study, research examining whether peer likability and social impact relate to measures of status within and between friendship cliques has been lacking.