Abstract
The objective of this study is to analyze the role that peer support plays in the incidence relationships between sociometric popularity and general self-concept based on sociometer theory. A total of 676 randomly selected secondary school students from the Basque Country (49.6% boys and 50.4% girls) between 12 and 18 years of age (M = 14.32, DT = 1.36) participated voluntarily. All of them completed a sociometric questionnaire (SOCIOMET), the Family and Friends Support Questionnaire (AFA-R), and the Dimensional Self-concept Questionnaire (AUDIM-33). Several models of structural equations were tested. The results indicate that sociometric popularity is linked to self-concept through the perceived social support of peers. These results are discussed within the framework of positive psychology and its practical implications in the school context.
Highlights
A high-quality education system should promote interpersonal skills as part of the official curricula with the aim both of contributing to optimum socio-emotional functioning and avoiding a negative impact on students’ well-being
The aim of this study is to analyze the role played by peer support in the relationship between sociometric popularity and general self-concept, taking Sociometer Theory (SMT), which posits that popularity influences self-concept as our theoretical basis
The results obtained in this study may be further explored by distinguishing between different domains of self-concept or even by including other mediating contextual variables, such as support from teachers and family (Ramos-Díaz et al, 2016), and other psychological variables such as emotional intelligence or resilience, which have been shown. The results of this present study have important educational implications, one of the most significant being to highlight the key relevance of peer relations during adolescence, since the data indicate that the general self-concept of rejected students is impacted by the mediating buffer effect of subjective perceptions of peer support
Summary
A high-quality education system should promote interpersonal skills as part of the official curricula with the aim both of contributing to optimum socio-emotional functioning and avoiding a negative impact on students’ well-being. Research has shown that students’ development of emotional problems are linked to negative experiences with peers, such as peer victimization, rejection, and neglect and a negative self-concept (Wang et al, 2016; Norrington, 2020). Problems in peer relationships can have a severe negative effect on individuals’ emotional health and selfconcept as indicator of well-being (Norrington, 2020; Schwartz-Mette et al, 2020). Previous research indicates that peer support positively impacts children’s school experience and could function as school bullying prevention (Tzani-Pepelasi et al, 2019). It is clear that interpersonal relationships entail health benefits and prevents possible damages in adolescence
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