Personality and Problem Behaviours as Predictors of Adolescents' Social Status: Academic Track and Gender as Moderators

Autor/inn/en	Hubers, Mireille D.; Burk, William J.; Segers, Eliane; Kleinjan, Marloes; Scholte, Ron H. J.; Cillessen, Antonius H. N.
Titel	Personality and Problem Behaviours as Predictors of Adolescents' Social Status: Academic Track and Gender as Moderators
Quelle	In: Educational Psychology, 36 (2016) 8, S.1443-1461 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1053841
Schlagwörter	Adolescents; Personality Traits; Behavior Problems; Predictor Variables; Social Status; Track System (Education); College Preparation; Vocational Education; Gender Differences; Personality Measures; Peer Relationship; Path Analysis; Correlation; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prädiktor; Sozialer Status; Leistungsgruppe; Leistungsdifferenzierung; Ausbildung; Berufsbildung; Geschlechterkonflikt; Peer-Beziehungen; Pfadanalyse; Korrelation; Ausland; Niederlande
Abstract	This study examined adolescent personality and problem behaviours as predictors of two types of social status: social preference and popularity. Academic track (college preparatory and vocational) and gender were expected to moderate these associations. The sample included 693 students (49.0% female; M = 15.46 years) attending classrooms in two academic tracks (vocational and college preparatory). Participants completed self-report measures of personality and problem behaviours and peer-reports of preference and popularity. Results of structural path analyses indicated that academic track and gender moderated several associations. Specifically, externalising problems were associated with more popularity for males and less preference for females in college preparatory classrooms. Internalising problems were associated with popularity and preference for adolescents in vocational classrooms. The findings illustrate the complexities associated with predicting the social status of male and female adolescents attending different academic tracks. The salience of status norms and implications for intervention programmes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01