Strategies for status attainment in peer early adolescent contexts
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2020
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Abstract
In recent years, different perspectives on the study of social competence during
adolescence have risen. Strong accumulated evidence has shown that prominent and
dominant social status are associated with aggressive behaviors. Yet, there are some
perspectives that suggest that a combination of aggressive behaviors with prosocial
strategies might be more effective to attain high status positions. However, the
methodologies used to research this phenomenon still leave some empirical questions
that are important to address. The present thesis aimed to describe the motivational,
behavioral and social status implications of the use of resource control strategies for
early adolescents. Three studies were designed to address this objective. The first study
collected a sample of 180 students from 5th to 8th grade to validate and adapt the
instruments used in the following studies. The second study collected a sample of 630
students from 5th to 8th grade to identify resource control strategies profiles and to
compare their levels of aggression, prosocial behavior, popularity and social preference.
The third study used a secondary sample from a larger longitudinal study of 1163
students from 4th to 6th grade to identify social status profiles and the role of aggression
and prosocial behavior in transitions between profiles. Results indicated that 3 profiles
of resource control strategies could be identified: Bistrategic, Prosocial and Noncontrollers. Similar results could be seen in the social status profiles: High-Status,
Prominent Status, Average Status, Low Status. In general, aggressive behaviors were
associated with prominent positions as well to low status positions. Prosocial behaviors
were not associated with prosocial strategies, however both of them protected
individuals for falling into low status profiles. The thesis showed the importance of taking
person centered perspective to study the complexity of peer contextual phenomenon.In recent years, different perspectives on the study of social competence during
adolescence have risen. Strong accumulated evidence has shown that prominent and
dominant social status are associated with aggressive behaviors. Yet, there are some
perspectives that suggest that a combination of aggressive behaviors with prosocial
strategies might be more effective to attain high status positions. However, the
methodologies used to research this phenomenon still leave some empirical questions
that are important to address. The present thesis aimed to describe the motivational,
behavioral and social status implications of the use of resource control strategies for
early adolescents. Three studies were designed to address this objective. The first study
collected a sample of 180 students from 5th to 8th grade to validate and adapt the
instruments used in the following studies. The second study collected a sample of 630
students from 5th to 8th grade to identify resource control strategies profiles and to
compare their levels of aggression, prosocial behavior, popularity and social preference.
The third study used a secondary sample from a larger longitudinal study of 1163
students from 4th to 6th grade to identify social status profiles and the role of aggression
and prosocial behavior in transitions between profiles. Results indicated that 3 profiles
of resource control strategies could be identified: Bistrategic, Prosocial and Noncontrollers. Similar results could be seen in the social status profiles: High-Status,
Prominent Status, Average Status, Low Status. In general, aggressive behaviors were
associated with prominent positions as well to low status positions. Prosocial behaviors
were not associated with prosocial strategies, however both of them protected
individuals for falling into low status profiles. The thesis showed the importance of taking
person centered perspective to study the complexity of peer contextual phenomenon.In recent years, different perspectives on the study of social competence during
adolescence have risen. Strong accumulated evidence has shown that prominent and
dominant social status are associated with aggressive behaviors. Yet, there are some
perspectives that suggest that a combination of aggressive behaviors with prosocial
strategies might be more effective to attain high status positions. However, the
methodologies used to research this phenomenon still leave some empirical questions
that are important to address. The present thesis aimed to describe the motivational,
behavioral and social status implications of the use of resource control strategies for
early adolescents. Three studies were designed to address this objective. The first study
collected a sample of 180 students from 5th to 8th grade to validate and adapt the
instruments used in the following studies. The second study collected a sample of 630
students from 5th to 8th grade to identify resource control strategies profiles and to
compare their levels of aggression, prosocial behavior, popularity and social preference.
The third study used a secondary sample from a larger longitudinal study of 1163
students from 4th to 6th grade to identify social status profiles and the role of aggression
and prosocial behavior in transitions between profiles. Results indicated that 3 profiles
of resource control strategies could be identified: Bistrategic, Prosocial and Noncontrollers. Similar results could be seen in the social status profiles: High-Status,
Prominent Status, Average Status, Low Status. In general, aggressive behaviors were
associated with prominent positions as well to low status positions. Prosocial behaviors
were not associated with prosocial strategies, however both of them protected
individuals for falling into low status profiles. The thesis showed the importance of taking
person centered perspective to study the complexity of peer contextual phenomenon.In recent years, different perspectives on the study of social competence during
adolescence have risen. Strong accumulated evidence has shown that prominent and
dominant social status are associated with aggressive behaviors. Yet, there are some
perspectives that suggest that a combination of aggressive behaviors with prosocial
strategies might be more effective to attain high status positions. However, the
methodologies used to research this phenomenon still leave some empirical questions
that are important to address. The present thesis aimed to describe the motivational,
behavioral and social status implications of the use of resource control strategies for
early adolescents. Three studies were designed to address this objective. The first study
collected a sample of 180 students from 5th to 8th grade to validate and adapt the
instruments used in the following studies. The second study collected a sample of 630
students from 5th to 8th grade to identify resource control strategies profiles and to
compare their levels of aggression, prosocial behavior, popularity and social preference.
The third study used a secondary sample from a larger longitudinal study of 1163
students from 4th to 6th grade to identify social status profiles and the role of aggression
and prosocial behavior in transitions between profiles. Results indicated that 3 profiles
of resource control strategies could be identified: Bistrategic, Prosocial and Noncontrollers. Similar results could be seen in the social status profiles: High-Status,
Prominent Status, Average Status, Low Status. In general, aggressive behaviors were
associated with prominent positions as well to low status positions. Prosocial behaviors
were not associated with prosocial strategies, however both of them protected
individuals for falling into low status profiles. The thesis showed the importance of taking
person centered perspective to study the complexity of peer contextual phenomenon.In recent years, different perspectives on the study of social competence during
adolescence have risen. Strong accumulated evidence has shown that prominent and
dominant social status are associated with aggressive behaviors. Yet, there are some
perspectives that suggest that a combination of aggressive behaviors with prosocial
strategies might be more effective to attain high status positions. However, the
methodologies used to research this phenomenon still leave some empirical questions
that are important to address. The present thesis aimed to describe the motivational,
behavioral and social status implications of the use of resource control strategies for
early adolescents. Three studies were designed to address this objective. The first study
collected a sample of 180 students from 5th to 8th grade to validate and adapt the
instruments used in the following studies. The second study collected a sample of 630
students from 5th to 8th grade to identify resource control strategies profiles and to
compare their levels of aggression, prosocial behavior, popularity and social preference.
The third study used a secondary sample from a larger longitudinal study of 1163
students from 4th to 6th grade to identify social status profiles and the role of aggression
and prosocial behavior in transitions between profiles. Results indicated that 3 profiles
of resource control strategies could be identified: Bistrategic, Prosocial and Noncontrollers. Similar results could be seen in the social status profiles: High-Status,
Prominent Status, Average Status, Low Status. In general, aggressive behaviors were
associated with prominent positions as well to low status positions. Prosocial behaviors
were not associated with prosocial strategies, however both of them protected
individuals for falling into low status profiles. The thesis showed the importance of taking
person centered perspective to study the complexity of peer contextual phenomenon.In recent years, different perspectives on the study of social competence during
adolescence have risen. Strong accumulated evidence has shown that prominent and
dominant social status are associated with aggressive behaviors. Yet, there are some
perspectives that suggest that a combination of aggressive behaviors with prosocial
strategies might be more effective to attain high status positions. However, the
methodologies used to research this phenomenon still leave some empirical questions
that are important to address. The present thesis aimed to describe the motivational,
behavioral and social status implications of the use of resource control strategies for
early adolescents. Three studies were designed to address this objective. The first study
collected a sample of 180 students from 5th to 8th grade to validate and adapt the
instruments used in the following studies. The second study collected a sample of 630
students from 5th to 8th grade to identify resource control strategies profiles and to
compare their levels of aggression, prosocial behavior, popularity and social preference.
The third study used a secondary sample from a larger longitudinal study of 1163
students from 4th to 6th grade to identify social status profiles and the role of aggression
and prosocial behavior in transitions between profiles. Results indicated that 3 profiles
of resource control strategies could be identified: Bistrategic, Prosocial and Noncontrollers. Similar results could be seen in the social status profiles: High-Status,
Prominent Status, Average Status, Low Status. In general, aggressive behaviors were
associated with prominent positions as well to low status positions. Prosocial behaviors
were not associated with prosocial strategies, however both of them protected
individuals for falling into low status profiles. The thesis showed the importance of taking
person centered perspective to study the complexity of peer contextual phenomenon.
Description
Tesis (Doctor in Psychology)--Pontificia Universidad Católica de Chile, 2020