About this srcd poster session

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Panel information
Panel 22. Social Relationships

Abstract

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Narcissism reflects self-perceived grandiosity and feelings of superiority relative to others [Campbell and Campbell, 2009]. It is linked with aggression in adolescents [Barry et al., 2007; Barry et al., 2009] and is thought to drive aggression as an adolescent strives for dominance over peers [Barry et al., 2007]. Social status concerns peak in early adolescence [Caldwell et al., 2004], and adolescent goals for status and dominance are positively associated with peer-reported aggression and teacher-reported externalizing difficulties [Kiefer and Ryan, 2008; Ojanen et al., 2005; Sijtsema et al., 2009]. This study investigated how popularity and social influence relate to variables like aggression and narcissism. Although popularity often reflects positive interpersonal adaptation (Parker & Asher, 1987; Rubin, Bukowski, & Parker, 1998), popular adolescents may also be vulnerable to peer group socialization into delinquent behaviors. For these reasons, an at-risk adolescent sample is especially relevant. This study assessed the hypothesis that popularity and influence within an adolescent social system would present unique differences and similarities across a series of peer-report and self-report variables. We used a sample of adolescents (n = 256; White 50%, Hispanic 24%, Other 26%; Males 66%) in a military-style residential facility. Latent profile analysis (LPA) was used to detect whether distinct profiles of adolescents existed based on peer-nominated variables (i.e., popular, good at getting people to do what they want) and whether these profiles differed on both self- and peer-reported constructs. Adolescents completed the Narcissistic Personality Inventory (NPI-16; Ames, Rose, & Anderson, 2006), Hypersensitive Narcissism Scale (HSNS; Hendin & Cheek, 1997), Antisocial Process Screening Device (APSD; Frick & Hare, 2001), Proactive/Reactive Aggression Scale (Dodge & Coie, 1987), and Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) and rated their peers on multiple attributes. Results favored a 2-class solution. Group 1 (n = 36; Popular) was high on both popularity and getting people to do what they want, and Group 2 (n = 220; Average) was slightly below average on both variables. The Popular group was also seen as significantly colder, more dominant, better leaders, more respected, more confident, more boastful, and more likely to hurt others’ feelings compared to the Average group. There were no differences on peer-reported likelihood of acting without thinking, caring about others, or aggression. The only difference between the two groups on self-report variables was on vulnerable narcissism, which was lower in the Popular group. Results suggest important nuances within adolescent social systems. For example, although perceived as more dominant and socially influential, popular adolescents are not necessarily more aggressive. Perhaps aggression is less socially acceptable and less of a route to popularity within peer groups. The finding that the popular group had lower levels of vulnerable narcissism may mean that they feel more secure and less emotionally fragile in their social standing. Additionally, their ability to influence others could be rooted in strong social skills, allowing them to achieve their goals without resorting to more frowned upon impulsive or aggressive actions.

Author information

Author	Role
Talia Yael Leman, Washington State University	Presenting author
Mackenzie B. Murphy, Washington State University	Non-presenting author
Christopher T. Barry, Washington State University	Non-presenting author

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