Likeable versus popular: Distinct implications for adolescent adjustment

Abstract

In the current study, 466 children completed a peer nomination survey assessing both perceived and sociometric popularity at the end of the 5th grade. Measures of behavior problems were assessed through a composite of peer-, teacher- and self-reports at the end of the 8th grade. Examination of the unique concurrent associations of each popularity type with peer nominated social characteristics in 5th grade demonstrated that sociometric popularity was positively associated with prosocial behavior and inclusive behavior, while perceived popularity was positively associated with overt and relational aggression. In addition to emerging as distinct conceptual constructs, these two dimensions of popularity also demonstrated unique associations with adjustment over time. Sociometric popularity in the 5th grade was associated with lower levels of externalizing behavior problems 3 years later, while perceived popularity was associated with higher levels of these problems over time. Interestingly, high levels of perceived popularity in the 5th grade were associated with less internalizing symptoms over time for boys, while high levels of sociometric popularity were associated with less internalizing symptoms over time for girls.