{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/97287"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/97287","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Social status in the early adolescent peer system in the United States and China","abstract":"Youth with high social status have the potential to play an important role in socializing their peers during adolescence. Unfortunately, there has been little empirical attention to this issue, particularly outside the West. My dissertation examined the characteristics that contribute to social status in the United States and Mainland China (Study 1) and the potential influence high-status youth have on their peers in the academic domain (Study 2) during early adolescence. Beginning with the entry into middle school, 3 times over 12 months, 934 youth (mean age = 12.7 years) in the United States and China made behavioral (i.e., prosocial behavior and academic engagement) and social status (i.e., sociometric popularity, perceived popularity, and admiration) nominations of their peers. They also reported on their antisocial behavior and academic engagement at these time points. In both the United States and China, peer nominations of youth’s positive behavior were predictive of their heightened social status (Study 1). However, consistent with differences in cultural values (e.g., interdependence), this was stronger in China, particularly for perceived popularity, which had the least positive behavioral nomination profile in the United States, but not China. In Study 2, the academic engagement of peers that youth nominated as high in sociometric and perceived popularity, but not of peers they admired, was predictive over time of youth’s own academic engagement in the United States and China. Notably, this effect was evident over and above any initial similarity youth had with high-status youth they nominated. Taken together, the two studies suggest that one mechanism by which cultural values shape youth in the United States and China is social status in the peer system.","abstract_html":"Youth with high social status have the potential to play an important role in socializing their peers during adolescence. Unfortunately, there has been little empirical attention to this issue, particularly outside the West. My dissertation examined the characteristics that contribute to social status in the United States and Mainland China (Study 1) and the potential influence high-status youth have on their peers in the academic domain (Study 2) during early adolescence. Beginning with the entry into middle school, 3 times over 12 months, 934 youth (mean age = 12.7 years) in the United States and China made behavioral (i.e., prosocial behavior and academic engagement) and social status (i.e., sociometric popularity, perceived popularity, and admiration) nominations of their peers. They also reported on their antisocial behavior and academic engagement at these time points. In both the United States and China, peer nominations of youth’s positive behavior were predictive of their heightened social status (Study 1). However, consistent with differences in cultural values (e.g., interdependence), this was stronger in China, particularly for perceived popularity, which had the least positive behavioral nomination profile in the United States, but not China. In Study 2, the academic engagement of peers that youth nominated as high in sociometric and perceived popularity, but not of peers they admired, was predictive over time of youth’s own academic engagement in the United States and China. Notably, this effect was evident over and above any initial similarity youth had with high-status youth they nominated. Taken together, the two studies suggest that one mechanism by which cultural values shape youth in the United States and China is social status in the peer system.","abstract_has_math":false,"creators":["Zhang, Xin"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Pomerantz, Eva","Anderson, Richard","Rudolph, Karen","Ryan, Allison","Telzer, Eva"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-08-10T19:14:37Z","date_published":"2017-08-10T19:14:37Z","updated_at":"2026-07-22T22:24:32Z","subjects":["Adolescence","Culture","Academic engagement","Peers","Social status","Socialization"],"languages":["en"],"rights":["Copyright 2017 Xin Zhang"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/97287","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pomerantz, Eva","Anderson, Richard","Rudolph, Karen","Ryan, Allison","Telzer, Eva"]},{"key":"dc:creator","label":"Author","values":["Zhang, Xin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-08-10T19:14:37Z","2017-03-24","2017-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adolescence","Culture","Academic engagement","Peers","Social status","Socialization"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Xin Zhang"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/97287"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Youth with high social status have the potential to play an important role in socializing their peers during adolescence. Unfortunately, there has been little empirical attention to this issue, particularly outside the West. My dissertation examined the characteristics that contribute to social status in the United States and Mainland China (Study 1) and the potential influence high-status youth have on their peers in the academic domain (Study 2) during early adolescence. Beginning with the entry into middle school, 3 times over 12 months, 934 youth (mean age = 12.7 years) in the United States and China made behavioral (i.e., prosocial behavior and academic engagement) and social status (i.e., sociometric popularity, perceived popularity, and admiration) nominations of their peers. They also reported on their antisocial behavior and academic engagement at these time points. In both the United States and China, peer nominations of youth’s positive behavior were predictive of their heightened social status (Study 1). However, consistent with differences in cultural values (e.g., interdependence), this was stronger in China, particularly for perceived popularity, which had the least positive behavioral nomination profile in the United States, but not China. In Study 2, the academic engagement of peers that youth nominated as high in sociometric and perceived popularity, but not of peers they admired, was predictive over time of youth’s own academic engagement in the United States and China. Notably, this effect was evident over and above any initial similarity youth had with high-status youth they nominated. Taken together, the two studies suggest that one mechanism by which cultural values shape youth in the United States and China is social status in the peer system.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-08-10 without embargo terms","The student, Xin Zhang, accepted the attached license on 2017-03-23 at 11:24.","The student, Xin Zhang, submitted this Dissertation for approval on 2017-03-23 at 11:28.","This Dissertation was approved for publication on 2017-03-24 at 13:20.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10614 on 2017-08-10 at 13:38:22","Made available in DSpace on 2017-08-10T19:14:37Z (GMT). No. of bitstreams: 3 ZHANG-DISSERTATION-2017.pdf: 845303 bytes, checksum: f6138cd303f424c7da4a490b5c2a8c27 (MD5) LICENSE.txt: 4206 bytes, checksum: 93feead46bd1845d1f3e7721a38a0d90 (MD5) PROQUEST_LICENSE.txt: 4552 bytes, checksum: 94f299f2d847031674c67c58c22811b5 (MD5) Previous issue date: 2017-03-24"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Social status in the early adolescent peer system in the United States and China"]}]}],"canonical_facts":{"dc:contributor":["Pomerantz, Eva","Anderson, Richard","Rudolph, Karen","Ryan, Allison","Telzer, Eva"],"dc:creator":["Zhang, Xin"],"dc:date":["2017-08-10T19:14:37Z","2017-03-24","2017-05"],"dc:description":["Youth with high social status have the potential to play an important role in socializing their peers during adolescence. Unfortunately, there has been little empirical attention to this issue, particularly outside the West. My dissertation examined the characteristics that contribute to social status in the United States and Mainland China (Study 1) and the potential influence high-status youth have on their peers in the academic domain (Study 2) during early adolescence. Beginning with the entry into middle school, 3 times over 12 months, 934 youth (mean age = 12.7 years) in the United States and China made behavioral (i.e., prosocial behavior and academic engagement) and social status (i.e., sociometric popularity, perceived popularity, and admiration) nominations of their peers. They also reported on their antisocial behavior and academic engagement at these time points. In both the United States and China, peer nominations of youth’s positive behavior were predictive of their heightened social status (Study 1). However, consistent with differences in cultural values (e.g., interdependence), this was stronger in China, particularly for perceived popularity, which had the least positive behavioral nomination profile in the United States, but not China. In Study 2, the academic engagement of peers that youth nominated as high in sociometric and perceived popularity, but not of peers they admired, was predictive over time of youth’s own academic engagement in the United States and China. Notably, this effect was evident over and above any initial similarity youth had with high-status youth they nominated. Taken together, the two studies suggest that one mechanism by which cultural values shape youth in the United States and China is social status in the peer system.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-08-10 without embargo terms","The student, Xin Zhang, accepted the attached license on 2017-03-23 at 11:24.","The student, Xin Zhang, submitted this Dissertation for approval on 2017-03-23 at 11:28.","This Dissertation was approved for publication on 2017-03-24 at 13:20.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10614 on 2017-08-10 at 13:38:22","Made available in DSpace on 2017-08-10T19:14:37Z (GMT). No. of bitstreams: 3 ZHANG-DISSERTATION-2017.pdf: 845303 bytes, checksum: f6138cd303f424c7da4a490b5c2a8c27 (MD5) LICENSE.txt: 4206 bytes, checksum: 93feead46bd1845d1f3e7721a38a0d90 (MD5) PROQUEST_LICENSE.txt: 4552 bytes, checksum: 94f299f2d847031674c67c58c22811b5 (MD5) Previous issue date: 2017-03-24"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/97287"],"dc:language":["en"],"dc:rights":["Copyright 2017 Xin Zhang"],"dc:subject":["Adolescence","Culture","Academic engagement","Peers","Social status","Socialization"],"dc:title":["Social status in the early adolescent peer system in the United States and China"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:32Z"}