Being admired or being liked: Classroom social status and depressive problems in early adolescent girls and boys
This study investigates associations between depressive problems and classroom social status in a large population cohort of Dutch early adolescents (N = 1046, age 13.52 ± 0.51, 52.4% girls). Depressive problems were assessed by parent and self-reports and classroom status by peer nominations. We assessed peer status with respect to both achievement-related (being a good learner, being good at sports, being good-looking) and affection-related (being liked, being disliked, being best friend) areas. In boys, depressive problems were most strongly associated with not being good at sports, while in girls the association was strongest for not being liked. The risk of a low status in one area could largely be compensated by a high status in another area.
|Keywords||Adolescent, Depressive symptoms, Gender, Social hierarchy|
|Persistent URL||dx.doi.org/10.1007/s10802-007-9100-0, hdl.handle.net/1765/25717|
|Journal||Journal of Abnormal Child Psychology|
Oldehinkel, A.J, Rosmalen, J.G.M, Veenstra, R, Dijkstra, J.K, & Ormel, J. (2007). Being admired or being liked: Classroom social status and depressive problems in early adolescent girls and boys. Journal of Abnormal Child Psychology, 35(3), 417–427. doi:10.1007/s10802-007-9100-0