Figure 1: Descriptions of Popular and Unpopular Study Targets

Figure 1. This figure represents the means of each category for popular and unpopular targets. (Click to enlarge)

LaFontana , K. M. & Cillessen, A. H. N. (2002). Children’s perceptions of popular and unpopular peers: a multimethod assessment. Developmental Pscyhology, 38(5), 635-674.

Appendix A: Glossary of Terms

Appendix A: Glossary of Terms

Attribution- cognitive process of assigning meaning to a symptom or behaviour (Baumeister & Bushman, 2008, p. 156)

Expressive Equipment: relates to being attractive and having spending power (Lease, Kennedy, & Axelrod, 2002)

In-group- those belonging to the same group “Us” (Baumeister & Bushman, 2008, p. 404)

Normative Influence- Going along with the crowd in order to be liked or accepted (Baumeister & Bushman, 2008, p. 267)

Norms- social standards that prescribe what people ought to do (Baumeister & Bushman, 2008, p. 256)

Out-group- Those belonging to a different group “them” (Baumeister & Bushman, 2008, p. 404)

Reference group- groups that people look to when evaluating or deciding qualities, circumstances, attitudes, values and behaviours (Steinberg, 1993)

Social aggression-consists of actions directed at damaging another's self-esteem, social status, or both, and includes behaviors such as facial expressions of disdain, cruel gossipping, and the manipulation of friendship patterns (Galen & Underwood, 1997).

Social Categorisation- Sorting people into groups on the basis of common characteristics (Baumeister & Bushman, 2008, p. 404)

Social visibility- described as being perceived as ‘cool and athletic’ (Lease, Kennedy, & Axelrod, 2002)

Stereotypes-beliefs that associate groups of people with certain traits (Baumeister & Bushman, 2008, p. 403)

Stigma- an attribute that is perceived by others as broadly negative (Baumeister & Bushman, 2008, p. 227)

Stigma by association- rejection of those who associate with stigmatised others (Baumeister & Bushman, 2008, p. 408)


Definitions from:

Baumeister, R. F., & Bushman, B. J. (2008). Social Psychology and Human Nature (1st ed.) Belmont, CA: Thomson Wadsworth.

Galen, B. R., & Underwood, M. K. (1998). A developmental investigation of social aggression among children. Developmental Psychology, 33(4), 589-600.

Lease, A. M., Kennedy, C. A. & Axelrod, J. L. (2002). Children’s social construction of popularity. Social Development, 11(1), 87-109.

Steinberg, L. (1993). Adolescence (3rd ed.). Sydney; McGraw-Hill, Inc.

Appendix B: Paradoxical Popularity

Appendix B: Paradoxical Popularity

Steinberg's (1993) Explanation of Paradoxical Popularity

"There are limits to the number of friendships that anyone person can maintain. Because popular girls get a high number of affiliative offers, they have to reject more offers of friendships than other girls. Also, to maintain their higher status, girls who form the elite group must avoid associations with lower status girls.. These girls are likely to ignore the afflilative attempts of many other girls, leading to the impression that they are stuck-up. Shortly after these girls reach their peak of popularity, they become increasing disliked" (p. 183)

Steinberg, L. (1993). Adolescence (3rd ed.). Sydney; McGraw-Hill, Inc.

Appendix C: Social Competencies of Sociometricly Popular Students

Appendix C: Social Competencies of Sociometricly Popular Students

Some examples of Social Competencies that are described in the Gale Encyclopedia of Child and Adolescents (1998):

• Correctly interpret other children's body language and tone of voice. Well-liked children can distinguish subtleties in emotions. For example, they can distinguish between anger directed toward them versus toward a parent.

• Directly respond to the statements and gestures of other children. Well-liked children will say other children's names, establish eye contact, and use touch to get attention.

• Give reasons for their own statements and gestures (actions). For example, well-liked children will explain why they want to do something the other child does not want to do.

• Cooperate with, show tact towards, and compromise with other children, demonstrating the willingness to subordinate the self by modifying behavior and opinions in the interests of others. For example, when joining a new group where a conversation is already in progress, well-liked children will listen first, establishing a tentative presence in the group before speaking (even if it is to change the subject).

Gale Encyclopedia of Childhood & Adolescence, (1998). [Accessed October 2007]. Peer Acceptance. http://findarticles.com/p/articles/mi_g2602/is_0004/ai_2602000424

Appendix D: Authority, Achievement and Affiliation

Appendix D: Authority, Achievement and Affiliation

Here are a few examples of how McClelland's Theory of Needs could work in a peer relations context

Authority: Students who are popular have domination and prestige. They gain authority through their status. Therefore, one may be motivated to be popular depending on how much they had a high need for authority.

Achievement: Students may want to work their way up in the social scene because they want to achieve more on a social level. If there is a high need for achievement, popular status may be considered a goal

Affiliation- Students want to feel accepted and liked by others. Within schools the status of popularity has many social benefits. Although, peer perceived popularity may not mean that you are liked by all. Therefore those with a drive to be sociometricly popular (liked by others) may have a higher need for affiliation.

Appendix E: Evaluation

Appendix E: Evaluation

Theory
Although I have covered a number of contributing factors to popularity, I feel as though I have not done the topic justice. Due to the extensive amount of research I had to be selective with the information included in the blog. Some areas that could have been covered more includes, cultural age and gender differences. There were many social pyschological variables which related to popularity however the most popular theories were covered only in breif.

With regards to Australian society, I took an approach which was general and could be applied in most western cultures. For example, I did not focus on American groups such as "Jocks" and "Preps" but focused on the general perspective of social interaction between peers. I could have discussed directly relating to Australian society however, I was restricted by some of the Australian articles being avaliable.

Research-
A majority of the research was American however, I feel like I explored research relevant to the questions. I felt satisfied with the amount of research I used and I was able to use journal articles and books to discuss key concepts of the essay.

Online Engagement
I felt satisified with my efforts of online engagement. I contributed to a number of blogs and also posed a number of blogs through out the term. The links can be found below

Blogs posted by me
Special Beauty Report: Erasing Ethnicity
More on Sex...
Sociometrics and popularity-
Popularity- Definition? and a spanner.
Teen Challange Day
SEX and popularity
Which group were you?!
How To...
Friendship, Popularity and Peer Acceptance
POPULARITY!!

Comments on other peoples blogs
Emily's Blog
Amanda's Blog
Rebecca's Blog
Rachels Blog
Emily's Blog
Mikes blog
Zoe's blog
Jess's Blog
Laurens blog
Erins blog

Readability

Word Count- 1,599
Flesch-Kincaid Grade Level: 13.6
Flesch Reading Ease: 27.4

Special Beauty Report: Erasing Ethnicity

Hey everyone! I know you are all working hard on your blogs. However, my internet homepage is set on ninemsn website... and this article caught my attention

Special Beauty Report: Erasing Ethnicity

What do people think about the whole idea??
Im slightly be shocked by it!! It goes to show how the media really influences ideal beauty.

Good luck with your blogs everyone