Sociometric likeability and perceived likeability: Relations with academic performance and psychological problems in Chinese children and adolescents.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2025-05-12 DOI:10.1037/dev0001981

Xinyin Chen, Mengting Liu, Dan Li, Junsheng Liu, Guomin Jin

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引用次数: 0

Abstract

Researchers have been interested in the role of social reputation in shaping individual behaviors and adjustment. Whereas the significance of academic reputation has been demonstrated for students' performance, the role of reputation remains unclear in the socioemotional domain. This 2-year longitudinal study focused on perceived likeability to capture the reputational aspect of peer likeability and examined its relations with school performance and psychological problems in comparison with those for sociometric likeability. Participants included students (N = 4,850; 2,395 boys), initially in fourth and seventh grades (M_age = 10 and 13 years), in China. Data were obtained from multiple sources including peer assessments, teacher ratings, self-reports, and school records. Among the results, perceived likeability predicted later academic performance more robustly than sociometric likeability. Whereas sociometric likeability negatively predicted later psychological problems in elementary school students, perceived likeability negatively predicted later psychological problems in middle school students. The results indicate distinct patterns of contributions of sociometric likeability and perceived likeability to adjustment and the role of social reputation in strengthening the function of peer likeability, particularly in middle school students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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社会计量学上的受欢迎程度和感知受欢迎程度：与中国儿童和青少年学业成绩和心理问题的关系。

研究人员一直对社会声誉在塑造个人行为和适应方面的作用感兴趣。虽然学术声誉对学生表现的重要性已被证明，但声誉在社会情感领域的作用尚不清楚。这项为期两年的纵向研究聚焦于感知受欢迎度，以捕捉同伴受欢迎度的声誉方面，并将其与社会测量受欢迎度的关系进行比较，研究其与学校表现和心理问题的关系。参与者包括学生(N = 4,850；2395名男孩)，最初是四年级和七年级（年龄分别为10岁和13岁）。数据来自多个来源，包括同行评估、教师评分、自我报告和学校记录。在结果中，感知到的受欢迎程度比社会测量的受欢迎程度更能预测以后的学习成绩。社会计量学的受欢迎程度对小学生的后期心理问题有负向预测，而感知受欢迎程度对中学生的后期心理问题有负向预测。结果表明，社会计量喜爱度和感知喜爱度对适应的贡献具有明显的模式，而社会声誉对同伴喜爱度的增强作用在中学生中表现得尤为明显。（PsycInfo Database Record (c) 2025 APA，版权所有）。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.