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The Impact of Subgroup Norm in the Relationship Between Aggression and Perceived Popularity: The Moderating Effect of Social Goal Orientation

The aim of the current study was to examine the relationship between students’ aggression and their perceived popularity, as well as the moderating effect of social goal orientation. To this end, we used multi-level analysis with the hope of informing strategies for preventing and remediating student aggression. The relationship between peer-rated aggression and perceived popularity was examined over the course of an academic year in 1,111 students across 37 classrooms (between 4th and 6th grade). Moderating effects for self-reported social goals and sense of peer community were found. Specifically, overt aggression had a negative relationship with perceived popularity at the end of the academic year. Conversely, relational aggression had a positive relationship with perceived popularity. Social development goals (a subtype of social goals) had a moderating effect between aggression and perceived popularity in which the effect’s magnitude differed as a function of aggression type. On the other hand, sense of peer community had no moderating effect on the relationship between aggression and perceived popularity. Based on our findings, we discussed the importance of subgroups’ social norms in students’ social development and education. Suggestions for future research using social network analysis on subgroup norms were offered.