Being on top versus not dangling at the bottom: Popularity motivation and aggression in youth.

Whereas research on aggression and status motivation in youth has predominantly looked at a promotion focus (striving for popularity), a prevention focus (wanting to avoid low popularity) could also be an important determinant of aggression, as youth who fear low popularity may use strategic aggression to secure their position. The aim of the current study was to develop reliable measures for both popularity motivations, and examine how both motivations are uniquely and jointly related to aggression. Participants were 1123 Dutch secondary school students (M age = 14.4 years, 48% girls), who completed a 3-item measure of striving for high popularity based on existing questionnaires (Li & Wright, 2014; Ojanen et al., 2005), and a 3-item measure of avoiding low popularity consisting of an adapted version of the high popularity items. Aggressive behavior was measured through peer nominations. Motivations were moderately correlated (r = .51), but did not always co-occur within the same person, as 17% of the sample belonged to a cluster that scored low on striving for popularity, but moderately high on avoiding low popularity. When considered simultaneously, striving for high popularity was not related to any type of aggression, whereas avoiding affiliation with unpopular peers was related to strategic aggression. For physical and verbal aggression, gossiping, excluding and bullying, the association of avoiding low popularity with aggression was strongest when youth also strived for high popularity. Future work should take both popularity motivations into account to better understand, predict and intervene on youth's aggression toward peers.

Shaping Citizenship in the Classroom: Peer Influences on Moral Disengagement, Social Goals, and a Sense of Peer Community.

Despite the important role of peers in the social process of classroom citizenship, the peer influence related to moral disengagement, social goals, and a sense of peer community remain unclear. To this end, it was examined to what extent youth become similar to their friends in moral disengagement, social goals, and a sense of peer community. Participants were 283 South Korean third to sixth graders (Mage = 9.60 years, SD = 0.97; 51.6% girls) who completed an online survey for moral disengagement, social goals, the sense of peer community and friendship network across the beginning (Time 1) and end (Time 2) of the school semester (September to December). Longitudinal social network analyses indicated that youth became more similar to their friends concerning moral disengagement and a sense of peer community, but did not select friends based on these aspects. The strength of these influence effects varied in terms of different levels of these aspects. Specifically, youth were more likely to become similar to their friends at lower levels of moral disengagement. Youth tended to be similar to the friends' level of sense of peer community. This tendency was relatively strong at the lowest and the highest levels of a sense of peer community. Future research should address the role of friendship in shaping classroom citizenship and the importance of classroom daily teaching practice in youth citizenship development.

A Few Close Friends? Adolescent Friendships' Effect on Internalizing Symptoms Is Serially Mediated by Desire for More Friends and Social Goal Orientation.

Interpersonal connection is a fundamental human motivation, and the extent to which it is fulfilled is a strong predictor of symptoms of internalizing disorders such as social anxiety and depression, perhaps especially during the "social reorienting" period of adolescence. However, little is known about the contribution to this effect of the individual's social motivations, which are intensified during adolescence. Furthermore, social goal orientation - an individual's priorities and intentions in social interactions - is an important predictor of vulnerability to internalizing symptoms. Adolescents spend most of their waking lives in classrooms, bounded social networks with a limited pool of candidates for befriending. This study investigated whether friendships within one's class protects against internalizing symptoms in part by reducing the desire for more classmate friendships, which may tend to promote maladaptive social goals. Participants were 423 young adolescents (M age = 13.2, sd = 0.52 years; 49.4% girls). As predicted, adolescents' number of reciprocated classroom friendships had a protective effect on internalizing symptoms which was serially mediated by desire for more such friendships, and social goal orientation. However, only demonstration-avoidance goals significantly predicted internalizing symptoms. Unreciprocated friendship nominations were unexpectedly associated with stronger desire and more social anxiety symptoms. The results suggest that the effect of number of friends is mediated by the individual's thoughts and feelings about their number of friendships, such that a strong desire for more friendships promotes maladaptive goals, oriented toward social status and consequently less oriented toward the cultivation of interpersonal intimacy with the friends they already have.

An examination of the joint effects of adolescent interpersonal styles and parenting styles on substance use.

The current study examined how parenting and adolescent interpersonal styles jointly influence youths' abilities to form close relationships - a central developmental milestone - yet avoid substance use, which predominantly occurs in the presence of peers. Nine annual waves from an adolescent sample (N = 387) were used to assess (a) combinations of interpersonal and parenting styles from early to middle adolescence using longitudinal latent profile analysis, (b) the validity of these profiles on indicators of adjustment, and (c) the relationships between the profiles and growth in substance use across adolescence as well as substance-related consequences in late adolescence. The results supported five distinct combinations of interpersonal and parenting styles, and validity analyses identified both risk and protective profiles. The protective profile submissive-communal interpersonal style + high-warmth-authoritative parenting style was associated with indicators of positive social adjustment (e.g., friendship quality, resistance to peer influence) as well as lower levels of substance use. Significant differences also emerged with respect to substance-related consequences. The findings of this study highlight how combinations of adolescent interpersonal style and parenting render adolescents more or less successful at navigating peer relationships while avoiding substance use behaviors.

Correlates of Early Adolescents' Social Media Engagement: The Role of Pubertal Status and Social Goals.

Specific social media behaviors have been found to be differentially associated with adjustment outcomes; however, the extant research has yet to consider the motivations behind why adolescents engage in these specific behaviors. This study examined the role of two developmentally relevant motivational correlates (social goals and pubertal status) on four social media behaviors (self-disclosure, self-presentation, social monitoring, and lurking) and two time-based measures of social media use (daily number of hours on social media and frequency of social media use). Self-report data were collected from 426 middle-school students (54.2% female, 73.6% White, 11.5% Black, 4.8% Hispanic, 10.1% other ethnicity, and mean age = 12.91). Social goals and pubertal status were distinctly associated with different social media behaviors, with some relevant sex differences. Popularity goal was positively associated with all six measures of social media engagement, although the associations for self-presentation and social monitoring were stronger for girls. Sex differences in lurking followed the same pattern but did not reach significance. Acceptance goal was associated with fewer hours spent on social media for girls only. Early developers reported more self-disclosure and lurking behaviors, and marginally more social monitoring (girls only). These findings indicate the importance of identifying motivational factors, especially social goals, when considering early adolescents' social media behaviors.

Agency, communion, and pubertal status: Separating between- and within-person associations to examine social goals development.

OBJECTIVES: Agentic (status/independence) and communal (acceptance/connectedness) social goals are thought to shape how adolescents transact with their social environments. Despite their theoretical importance, little work has focused on the development of these higher order personality dimensions. Informed by developmental neuroscience and evolutionary psychology theoretical frameworks, the current study examined associations between pubertal status, a person's level of pubertal development at a single point in time, and agentic and communal social goals across early to middle adolescence. METHODS: This longitudinal study consisted of 387 (55% female) adolescents (Wave 1 M age = 12.1) who were assessed annually across three waves. Hierarchical linear modeling was used to examine growth in pubertal status and agentic and communal goals and to distinguish between- and within-person associations between pubertal status and social goals. RESULTS: Within-person pubertal status was concurrently associated with higher levels of agentic and communal goals. In the cross-sectional and longitudinal models, between-person pubertal status was associated with higher levels of agentic social goals. No support was found for social goals prospectively predicting pubertal status. CONCLUSIONS: These findings provide support for the hypothesis that puberty, in part, may drive developmental shifts in the value adolescents place on close peer relationships and obtaining status and independence.

Direct Aggression and the Balance between Status and Affection Goals in Adolescence.

Previous studies have shown that status goals motivate direct forms of interpersonal aggression. However, status goals have been studied mostly in isolation from affection goals. It is theorized that the means by which status and affection goals are satisfied change during adolescence, which can affect aggression. This is tested in a pooled sample of (pre)adolescents (N = 1536; 49% girls; ages 10-15), by examining associations between status goals and direct aggression and the moderating role of affection goals. As hypothesized, with increasing age, status goals were more strongly associated with direct aggression. Moreover, for older adolescents, status goals were only associated with aggression when affection goals were weak. These findings support the changing relationship between status goals and direct aggression during adolescence.

Social Goals Impact Adolescent Substance Use through Influencing Adolescents' Connectedness to Their Schools.

Although developmental models of risk behavior highlight the role of school connectedness in the etiology of adolescent substance use, no studies to our knowledge have assessed longitudinal mediational models examining how adolescents form bonds to their school, and how the quality of those bonds relate to substance use. To address this gap, the current study used four waves of data, spanning ages 11-16 (grades 5-11), to examine the association between individual differences in agentic (Dominance/Power) and communal (Nurturance/Affiliation) social goals and school connectedness, and in turn, whether levels of school connectedness are associated with substance use. The community sample (N = 387, 55% female) was assessed annually and included non-Hispanic Caucasian (83.1%), African American (9.1%), Hispanic (2.1%), and Asian (1.0%), as well as youth of mixed ethnicity (4.7%). The results supported a mediational pathway whereby agentic goals were associated with low levels of school connectedness, which, in turn, were associated with high levels of substance use. Counter to our hypotheses, no association was found between communal goals and school connectedness. These findings provided initial evidence for the important role social goals play in shaping an adolescent's connectedness to their school and risk for substance use.

Social Goals and Grade as Moderators of Social Normative Influences on Adolescent Alcohol Use.

BACKGROUND: The literature distinguishes 2 types of social normative influences on adolescent alcohol use, descriptive norms (perceived peer alcohol use) and injunctive norms (perceived approval of drinking). Although theoretical formulations suggest variability in the salience and influence of descriptive and injunctive norms, little is understood regarding for whom and when social norms influence adolescent drinking. Strong agentic and communal social goals were hypothesized to moderate the influence of descriptive and injunctive norms on early adolescent alcohol use, respectively. Developmental changes were also expected, such that these moderating effects were expected to get stronger at later grades. METHODS: This longitudinal study included 387 adolescents and 4 annual assessments (spanning 6th to 10th grade). Participants completed questionnaire measures of social goals, social norms, and alcohol use at each wave. RESULTS: Multilevel logistic regressions were used to test prospective associations. As hypothesized, descriptive norms predicted increases in the probability of alcohol use for adolescents with strong agentic goals, but only in later grades. Injunctive norms were associated with increases in the probability of drinking for adolescents with low communal goals at earlier grades, whereas injunctive norms were associated with an increased probability of drinking for adolescents with either low or high communal goals at later grades. Although not hypothesized, descriptive norms predicted increases in the probability of drinking for adolescents high in communal goals in earlier grades, whereas descriptive norms predicted drinking for adolescents characterized by low communal goals in later grades. CONCLUSIONS: The current study highlights the importance of social goals when considering social normative influences on alcohol use in early and middle adolescence. These findings have implications for whom and when normative feedback interventions might be most effective during this developmental period.

Giving It a Shot with a Different Approach: Prosocial Strategies Moderate the Joint Effects of Agentic and Communal Goals on Bullying.

This study uses polynomial regression and response surface analyses to investigate the joint effects of agentic and communal goals on bullying and the moderating role of prosocial strategies. The sample included 917 adolescents (Mage = 13.54, SD = 1.02) from rural, suburban, and urban areas in China. The findings revealed that higher agentic and lower communal goals were associated with a linear rise in bullying. Surprisingly, when both social goals were higher simultaneously, bullying followed an inverted U-shaped pattern. Furthermore, prosocial strategies moderated the joint effects of the two social goals. Adolescents who are more likely to use prosocial strategies do not show significant changes in bullying when both goals are at a higher level. In contrast, those who are less likely to do so show a linear rise in bullying, regardless of changes in social goals. This study improves our understanding and intervention of bullying behavior, emphasizing a non-pathological perspective.

The Interplay Between Status and Affection Needs: Testing the Imbalanced Needs Theory of Aggression in Adulthood.

Status and affection are both goals related to social needs. The imbalanced needs theory of aggression proposes that although aggression can be used to realize status, this strategy is detrimental for realizing affection in the same social context. Thus, to the degree that the social circles overlap in which status and affection needs are realized, it becomes more costly (in terms of affection) to achieve status via aggression. This theory was tested for different forms of aggression, in different contexts, in a sample of adults from the general population (N = 253, M age = 29.95, SD = 2.60, 78% female). Participants reported on social needs with the Interpersonal Goals Inventory and reported on general measures of physical and social aggression, as well as rule breaking, and aggression at the workplace and in intimate partner relationships. As hypothesized, status needs were associated with physical aggression when affection needs were weak. This interaction, though to a lesser degree, also extended to social forms of aggression and rule breaking. At the workplace, aggression was only related to weak affection needs, whereas aggression in intimate partner relationships was, as expected, unrelated to both social needs. Together, these findings support the results of an earlier test of the imbalanced needs theory of aggression in adolescence, and encourage more research into the link between aggression and the satisfaction of social needs.

Thumbs up or thumbs down: neural processing of social feedback and links to social motivation in adolescent girls.

Adolescence is a period of rapid biological and psychological development, characterized by increasing emotional reactivity and risk-taking, especially in peer contexts. Theories of adolescent neural development suggest that the balance in sensitivity across neural threat, reward and regulatory systems contributes to these changes. Building on previous research, this study used a novel social feedback task to explore activation and functional connectivity in the context of social threat and reward in a sample of mid-adolescent girls (n = 86, Mage = 16.32). When receiving negative peer feedback, adolescents showed elevated activation in, and amygdala connectivity with, social processing regions [e.g. medial prefrontal cortex (mPFC) and temporoparietal junction (TPJ)]. When receiving positive feedback, adolescents showed elevated activation in social and reward (e.g. mPFC and ventromedial prefrontal cortex) processing regions and less striatum-cerebellum connectivity. To understand the psychological implications of neural activation and co-activation, we examined associations between neural processing of threat and reward and self-reported social goals. Avoidance goals predicted elevated amygdala and striatum connectivity with social processing regions [e.g. medial temporal gyrus (MTG)], whereas approach goals predicted deactivation in social processing regions (e.g. MTG/TPJ and precuneus), highlighting the importance of considering individual differences in sensitivity to social threat and reward in adolescence.

Interpersonal Rejection and Social Motivation in Adolescence: Moderation by Narcissism and Gender.

Research on interpersonal rejection is voluminous, but less is known about perceived rejection in relation to social goals among peers during adolescence, especially while also considering factors that may moderate these associations. In a correlational design, we surveyed a diverse sample of middle school students to examine concurrent (Study 1; N = 269) and short-term longitudinal (Study 2; N = 321) links between rejection and adolescent communal (affiliation, closeness) and agentic (status, influence) goals, and narcissism and gender as moderators in the associations between rejection and social goals. Rejection was negatively related to (Study 1) and predicted decreases in (Study 2) communal goals. Narcissism was positively related to and predicted increases in agentic goals, and moderated the association between rejection and agentic goals (in both studies). One moderated effect of gender was found: perceived rejection predicted decreases in agentic goals for girls, but increases in agentic goals for boys. Our findings mostly align with existing research on interpersonal rejection in youth, and extend this literature by demonstrating that perceived rejection is meaningfully related to changes in trait-like social goals among peers, suggesting it may alter not only situation-specific cognitions, but also globalized goals, or motivations for peer interaction. The findings also call for further research on individual differences in associations between rejection and social goals, along with other outcomes.

Adolescent Social Goal Development: Mean-Level Changes and Prediction by Self-Esteem and Narcissism.

We examined mean-level social goal development among peers during middle school, and self-esteem and narcissism as predictors of trait-like goal orientations across time. Survey data were collected on three occasions, in two middle schools in Finland (N = 384; 12-14 years; 53% girls). As expected, average increases in agentic-communal goals (reflecting prosocial self-assertion, or consideration of the self and others) and decreases in submissive-separate (isolation) goals were observed over time. Also, despite cross-sectional (concurrent) links from self-esteem to social status goals among peers reported in prior research, only narcissism was associated with increases in agentic (status) and agentic-separate (dominance) goals and decreases in goals of communal nature, whereas self-esteem was associated with increases in agentic-communal goals alone. Our findings align with and are discussed in the context of existing research on adolescent personal and social development. The findings provide among the first evidence for normative social goal development during middle school, and have implications for understanding self-esteem and narcissism in adolescent development: whereas narcissism is positively related to status and dominance goal development, self-esteem is only related to development of goals high in agentic and communal orientation, reflecting consideration of the self as well as others.

Combating Loneliness With Nostalgia: Nostalgic Feelings Attenuate Negative Thoughts and Motivations Associated With Loneliness.

Loneliness is difficult to overcome, in part because it is associated with negative social cognitions and social motivations. We argue that nostalgia, a positive emotional experience that involves reflecting on cherished memories, is a psychological resource that regulates these maladaptive intrapsychic tendencies associated with loneliness. We tested this hypothesis across 4 studies. Study 1 examined whether nostalgia mitigates the inverse relation between loneliness and social confidence. Studies 2, 3, and 4 examined nostalgia's potential to mitigate the inverse relation between loneliness and approach-oriented social goals and intentions. The results provided support that nostalgia mitigates reduced social confidence and low approach-oriented social goals/intentions associated with loneliness. The associations between loneliness and reduced social confidence, and loneliness and less approach-oriented social goals/intentions, respectively, were found to be weaker as a function of nostalgia. This weakening appeared to be due to nostalgia's positive effect on social confidence and approach-oriented social goals/intentions, respectively, particularly at high levels of loneliness.

Motivational Factors in the Typical Display of Humor and Creative Potential: The Case of Malevolent Creativity.

Research is still disputing if an individual's use of humor in everyday life is also indicative of his or her creative potential. To date, the focus has been mainly restricted to shared cognitive factors, while motivational aspects that may link the production of humor and of creative ideas have been largely neglected. Humor motivation implicates latent social goals the creator pursues through the use of humor. These goals can be benign or more malicious and manifest in an individual's typical display of comic styles. While often overlooked, creativity often serves social functions as well, especially in common everyday situations. Similar to humor, creativity is typically regarded as beneficial for individuals and society. Yet, creative ideas may also originate from less prosocial goals. This is reflected in the concept of malevolent creativity, where novel ideas are generated to deliberately harm others. The present study investigated individuals' typical display of humor, differentiated in eight distinct comic styles in relation to their productivity in a behavioral test for malevolent creativity and general creative potential (n = 106). Individuals with higher scores on comic styles that are affiliated with malicious interpersonal goals - such as hurting or upsetting others or demonstrating superiority over others - were more fluent in producing malevolent creative ideas in the malevolent creativity test. This finding shows that individual differences in humor motivation relate to the capacity of coming up with relevant creative ideas also outside the domain of humor. The pattern of relationships between humor motivation and general creative potential differed from that of malicious creativity and implied the comic style "wit" only, primarily adding to the notion of shared cognitive processes in the production of humor and creative ideas. The study offers a novel perspective for how the inclusion of motivational factors that are inherent to conceptualizations of humor may also benefit creativity research.

Adolescents with an entity theory of personality are more vigilant to social status and use relational aggression to maintain social status.

The present research proposed that one social-cognitive root of adolescents' willingness to use relational aggression to maintain social status in high school is an entity theory of personality, which is the belief that people's social status-relevant traits are fixed and cannot change. Aggregated data from three studies (N=882) showed that first-year high school adolescents in the U.S. who endorsed more of an entity theory were more likely to show cognitive and motivational vigilance to social status, in terms of judgments on a novel social categorization task and reports of goals related to demonstrating social status to peers. Those with an entity theory then showed a greater willingness to use relational aggression, as measured by retrospective self-reports, responses to a hypothetical scenario, and a behavioral choice task. Discussion centers on theoretical and translational implications of the proposed model and of the novel measures.

Differences in adolescents' motivations for indirect, direct, and hybrid peer defending.

Adolescents' defending of peers who are being bullied-or peer defending-was recently found to be a heterogeneous behavioral construct. The present study investigated individual differences in adolescents' motivations for executing these indirect, direct, and hybrid defending behaviors. In line with the literature on bullying as goal-directed strategic behavior, we adopted a social evolution theory framework to investigate whether these peer-defending behaviors could qualify as goal-directed strategic prosocial behaviors. A sample of 549 Dutch adolescents (49.4% boys; M age = 12.5 years, SD = 0.6 years) participated in this study. Their peer reported defending behaviors (including bullying behavior as a control variable) and the following behavioral motivations were assessed: (a) agentic and communal goals (self-report), (b) prosocial and coercive social strategies (peer report), and (c) altruistic and egocentric motivations for prosocial behavior (self-report). The outcomes of hierarchical linear regression analyses suggest that adolescents' motivations for executing the different subtypes of peer defending partially overlap but are also different. While indirect defending was fostered by genuine concerns for victims' well-being, direct defending was more motivated by personal gains. Hybrid defending combined favorable aspects of both indirect and direct defending as a goal-directed, strategic, and altruistically motivated prosocial behavior. The implications of these findings are discussed.

Effects of Parenting and Community Violence on Aggression-Related Social Goals: a Monozygotic Twin Differences Study.

Community violence exposure and harsh parenting have been linked to maladaptive outcomes, possibly via their effects on social cognition. The Social Information Processing (SIP) model has been used to study distinct socio-cognitive processes, demonstrating links between community violence exposure, harsh parenting, and maladaptive SIP. Though much of this research assumes these associations are causal, genetic confounds have made this assumption difficult to rigorously test. Comparisons of discordant monozygotic (MZ) twins provide one empirical test of possible causality, as differences between MZ twins must be environmental in origin. The present study examined effects of parenting and community violence exposure on SIP - specifically aggressive and avoidant social goals - in a sample of 426 MZ twin dyads (N = 852 twins, 48% female). Phenotypically, we found that lower positive parenting and greater harsh parenting were associated with greater endorsement of dominance and revenge goals. We also found that indirect and direct community violence exposure was associated with greater endorsement of avoidance goals. Using an MZ difference design, we found that the relationships between lower levels of positive parenting and endorsement of dominance and revenge goals were due, in part, to environmental processes. Moreover, the relationships between the impact of indirect and direct community violence exposure and avoidance goals, as well as between the impact of indirect community violence exposure and revenge goals, appeared to be due to non-shared environmental processes. Our results establish social and contextual experiences as important environmental influences on children's social goals, which may increase risk for later psychopathology.

Targeting IEP Social Goals for Children with Autism in an Inclusive Summer Camp.

Children with autism spectrum disorder demonstrate challenges in socialization that can interfere with their participation in common childhood activities and can persist or worsen if not addressed. The purpose of this study was to assess whether individualized education program (IEP) social goals could be targeted by a supervised paraprofessional during a short-term inclusive summer camp program. Data were collected using a concurrent multiple baseline design across four children. Results showed that following a 2-week summer camp program all participants made social improvements, reaching their year-long IEP goals, that maintained at follow-up in natural environments. Further, the paraprofessionals reached fidelity of implementation. Findings are discussed in terms of the value and feasibility of providing social interventions in inclusive summer camps.