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In a study, researchers examined the prevalence of popularity in college. The sample consists of 408 (297 women, 104 men) undergraduate students at a small liberal arts college. Participants took a short online Qualtrics survey and rated 61 potential descriptors of a popular person on a Likert-type scale ranging from 1 (not at all) to 5 (a lot). These potential descriptors tapped into three dimensions 1) behavioral attributes ("is well liked", "is a leader", "is disliked") 2) risk taking behaviors ("drinks alcohol", "has multiple sexual partners", "does drugs") and 3) social media presence ("uses snapchat", "has lots of followers"). Participants were also asked to indicate the degree which they believed popularity exists in college on a Likert-type scale ranging from 1 (not at all) to 5 (a lot). Most of the participants (86.3%) rated that popularity is a relevant part of the peer landscape in college. Three separate univariate factor analysis were conducted. Then, composite scores were made and used in the following analyses. Univariate analysis of variance (ANOVA) showed significant gender and race effects (p < .05). Perceptions of the attributes associated with popularity varied as a function of gender and race. Women more than men believed that affluence, admiration, and social media presence were connected with popularity. Caucasians more than non-Caucasians believed that admiration, and sexual-, and drug-risk behaviors were connected with popularity. The results give a better understanding of the peer social landscape among young adults in college and how popularity appears different from previous stages in development. | In a study, researchers examined the prevalence of popularity in college. The sample consists of 408 (297 women, 104 men) undergraduate students at a small liberal arts college. Participants took a short online Qualtrics survey and rated 61 potential descriptors of a popular person on a Likert-type scale ranging from 1 (not at all) to 5 (a lot). These potential descriptors tapped into three dimensions 1) behavioral attributes ("is well liked", "is a leader", "is disliked") 2) risk taking behaviors ("drinks alcohol", "has multiple sexual partners", "does drugs") and 3) social media presence ("uses snapchat", "has lots of followers"). Participants were also asked to indicate the degree which they believed popularity exists in college on a Likert-type scale ranging from 1 (not at all) to 5 (a lot). Most of the participants (86.3%) rated that popularity is a relevant part of the peer landscape in college. Three separate univariate factor analysis were conducted. Then, composite scores were made and used in the following analyses. Univariate analysis of variance (ANOVA) showed significant gender and race effects (p < .05). Perceptions of the attributes associated with popularity varied as a function of gender and race. Women more than men believed that affluence, admiration, and social media presence were connected with popularity. Caucasians more than non-Caucasians believed that admiration, and sexual-, and drug-risk behaviors were connected with popularity. The results give a better understanding of the peer social landscape among young adults in college and how popularity appears different from previous stages in development. | ||
<span style="font-size:125%">'''References:'''</span> | <span style="font-size:125%">'''References:'''</span> | ||
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*Chernoff, Monica (November 17, 2018). "Peer Popularity Among Emerging Adults in College". Southern California Conferences for Undergraduate Research. [[https://www.sccur.org/sccur/FALL_2018_CONFERENCE/SOC_SCI_POSTERS/37/ Abstract]] | |||
*Hopmeyer, Andrea; Medovoy, Tal (2017). "Emerging Adults' Self-Identified Peer Crowd Affiliations, Risk Behavior, and Social–Emotional Adjustment in College". 5 (2). Society for the Study of Emerging Adulthood and SAGE Publishing: 143–148. [[https://www.oxy.edu/sites/default/files/assets/Psychology/Emerging_Adults_Art.pdf FullText]] | |||
*Lansu, Tessa A M; Cillessen, Antonius H N (January 2012). "Peer Status in Emerging Adulthood: Associations of Popularity and Preference With Social Roles and Behavior". Journal of Adolescent Research (27): 132–150 [[https://www.researchgate.net/publication/224873408_Peer_Status_in_Emerging_Adulthood_Associations_of_Popularity_and_Preference_With_Social_Roles_and_Behavior Abstract]] [[https://www.researchgate.net/profile/Tessa_Lansu/publication/224873408_Peer_Status_in_Emerging_Adulthood_Associations_of_Popularity_and_Preference_With_Social_Roles_and_Behavior/links/0912f4fa1077d6046e000000/Peer-Status-in-Emerging-Adulthood-Associations-of-Popularity-and-Preference-With-Social-Roles-and-Behavior.pdf?origin=publication_detail FullText]] | |||
*"[https://www.niznikhealth.com/research-articles/party-school-pride Party School Pride]". Niznik Behavior Health. | |||
*Gordon, Sherri. "[https://www.verywellfamily.com/facts-about-college-bullying-460487 5 Facts About Bullying in College]". VeryWell Family. | |||
*Chatters, Seriashia (January 2014). "Cyberbullying in College: Frequency, Characteristics, and Practical Implications". [[https://www.researchgate.net/publication/270671954_Cyberbullying_in_College_Frequency_Characteristics_and_Practical_Implications Abstract]] | |||
*Cardin, Kathryn (October 18, 2013). "[https://www.usatoday.com/story/news/nation/2013/10/18/college-bullying-silent-yet-prevalent/3008677/ Bullying in college: silent yet prevalent]". USA Today. | |||
*Krasselt, Kaitlyn (October 21, 2014). "[https://www.usatoday.com/story/college/2014/10/21/bullying-not-a-thing-of-the-past-for-college-students/37397845/ Bullying not a thing of the past for college students]". USA Today. | |||
*Morin, Hillary. "[https://myusf.usfca.edu/caps/bullying_on_college_campuses Myth Busting: Bullying on College Campuses]". myUSF. | |||
*King M. 2012. ''The Truth About Bullying in College.'' Her Campus. [[https://www.hercampus.com/wellness/mental-health/truth-about-bullying-college Article]] | |||
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