Abstract
A dimensional rather than a typological approach to studying class clown behavior was recently proposed (Ruch et al., 2014). In the present study, four dimensions of class clown behavior (class clown role, comic talent, disruptive rule-breaker, and subversive joker) were used to investigate the associations between class clown behavior and indicators of social status and social functioning in the classroom in a sample of N = 300 students attending grades 6 to 9 (mean age: 13.09 years, 47.7% male). Participants and their teachers completed measures of class clown behavior, and peer nominations of peer acceptance, mutual friends as well as social behavior in the classroom (popular-leadership, aggressive-disruptive, sensitive-isolated, and prosocial behaviors) were collected. The results showed that overall, class clown behavior was positively related to peer acceptance, the number of mutual friends in the classroom and peer-perceived social status. Overall, it was also positively related to peer-rated popular-leadership and aggressive-disruptive behaviors, as well as negatively related to prosocial behaviors. When considering the four dimensions of class clown behavior, comic talent was particularly relevant for the relationship with social status and with popular-leadership behaviors, but also with aggressive-disruptive behaviors. Aggressive-disruptive behaviors were also particularly related to the class clown dimension disruptive rule-breaker. The results underline the significance of class clown behavior for the social status and functioning of students and may help further understand the phenomenon in its multidimensional nature.
Highlights
Relationships with peers impact well-being throughout the entire life span
The present study investigates the social functioning and social status of students showing class clown behavior
The present study used different data sources to investigate how different dimensions of class clown behavior relate to the social status and social functioning of the students habitually displaying such behaviors
Summary
Relationships with peers impact well-being throughout the entire life span. the influence that peers exert on many areas of life seems to be most pervasive in early adolescence (see Parker et al, 2006). The impact of peer relationships spans from the development of cognitive and social skills, to maladaptive functioning and physical and psychological well-being (e.g., Hartup and Stevens, 1999; Parker et al, 2006; Rubin et al, 2015). The Social Life of Class Clowns development are peer relationships and social functioning in the classroom (e.g., Berndt and Ladd, 1989). In terms of how to assess social functioning in the classroom, peer nomination procedures such as the Revised Class Play (Masten et al, 1985), have demonstrated their ability to predict important life outcomes, such as academic and job success, social and romantic competence as well as internalizing and externalizing symptoms, for time spans of up to 10 years (Gest et al, 2006). Four areas of social behavior are typically distinguished (e.g., Realmuto et al, 1997; Zeller et al, 2003), two of which are adaptive (popular-leadership and prosocial behavior) and two of which are maladaptive (sensitive-isolated and aggressive-disruptive)
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