Size and sexual configuration of informal play groups in the classroom throughout elementary education.
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Abstract
Popularity has shown to maintain a profile of relationships with social competence, aggressiveness (direct and relational) and with leadership styles in the group (influence and dominance) different from social preference. If this is well established in adolescence, we can ask ourselves how these processes are gestated, that is, since when do they take place. A longitudinal sample from 1st to 3rd grade was used (N = 292, with 51.7% being girls). The contribution of social skills and aggressiveness, on the one hand, and social influence and dominance, on the other hand, to the development of popularity were analyzed. For this, hierarchical regression models and parallel models for social preference were used, replicated for each of the mentioned courses. Finally, models of the mediation of the influence between social competence and popularity were tested. Even controlling for social preference, social skills are the clearest predictor of popularity and their predictability increases from 1st to 3rd. The negative prediction of direct and relational aggressiveness decreases with age. Regarding leadership styles, dominance does not predict popularity in any course, however, influence is positively associated with increasing popularity over time. Finally, influence mediation models were tested in the relationships between social competence and popularity, finding that such mediation occurs effectively and that it was consistent and stable over time. Without presenting the positive relationships between aggressiveness and popularity that appear in adolescence, it seems that aggressiveness is losing its capacity for negative prediction. Likewise, social skills seem to play a role in protecting against a negative effect of aggressiveness on social success. In terms of leadership styles, only the positive seems to be key in the development and maintenance of popularity. These results only partially support the hypothesis of the mixed or bi-strategic profile of popularity.
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References
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