Is Inspiring Group Members an Effective Predictor of Social Dominance in Early Adolescence? Direct and Moderated Effects of Behavioral Strategies, Social Skills, and Gender on Resource Control and Popularity

Marjolijn M Vermande,Anne M Overduin-De Vries,Patricia A Gilholm,Elisabeth H M Sterck,Dave J Hessen,Albert H A Reijntjes

doi:10.1007/s10964-018-0830-9

Marjolijn M Vermande, Anne M Overduin-De Vries + Show 4 more

Open Access

https://doi.org/10.1007/s10964-018-0830-9

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Abstract

Dominance in the peer group is important for adolescents. Resource Control Theory posits that both coercive and prosocial (positively assertive) strategies are associated with dominance. Combining Resource Control Theory with Socioanalytic Theory on personality, we hypothesized that inspiring group members would be an additional effective strategy. This study examined whether the three behavioral strategies and two types of social skills (social competence and manipulation) predicted dominance (resource control and popularity). Participants were 619 Dutch adolescents (Mage = 13.1; 47% female) in the first grade of secondary school. They completed peer reports (behavioral strategies and dominance) and self-reports (social skills). Only inspirational and coercive strategies substantially predicted dominance. Main effects of social skills emerged. Moderation between strategies and social skills was only observed for girls (e.g., coercive strategy use was associated with more popularity for girls with higher levels of social manipulation skills). This study furthered our understanding of the predictors of dominance in adolescence by including inspirational behavior and examining prosocial and antisocial skills.

Highlights

In humans and primates alike, social asymmetry (i.e., “competitive ability” or “the unequal distribution of status”) is a pervasive feature of groups (Sapolsky 2005)
Differential in-group status can already be observed in preschool, status is a key component of early adolescent peer relations (Brown and Larson 2009)
This study aimed to evaluate whether inspirational behavior was an additional behavioral strategy yielding dominance —as indexed by both resource control and popularity—in early adolescent boys and girls

Summary

Introduction

In humans and primates alike, social asymmetry (i.e., “competitive ability” or “the unequal distribution of status”) is a pervasive feature of groups (Sapolsky 2005). Individuals who attain high status generally experience benefits, whereas those with chronic low status experience profound disadvantages in various domains (Sapolsky 2005; Wilkinson and Pickett 2009). Differential in-group status can already be observed in preschool, status is a key component of early adolescent peer relations (Brown and Larson 2009). Closson and Hymel (2016) argue that compared with youth of different ages, early adolescents prioritize status over many other domains, including maintaining friendships, engaging in romantic relationships, and achieving athletic or academic success. The view that adolescence is a period of intensified peer interest and relationships has been generally acknowledged.

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