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<p>Peer status is a critical factor that motivates prosocial behavior in adolescents, which not only fosters their integration into school life but also helps maintain positive peer relationships. Utilizing peer nomination data, this two-year longitudinal multilevel study clarified the relation between adolescents’ prosocial behavior and two key indicators of peer status (i.e., likability and popularity), and further examined the moderating role of peer clique norms. The sample comprised 690 Chinese junior high school students (55.17% boys; <i>M</i><sub>age</sub> = 12.73, <i>SD</i> = 0.43), among whom 153 cliques were identified using the social cognitive map, with sizes ranging from three to twelve students (<i>M</i><sub>size</sub> = 4.51, <i>SD</i> = 1.62). Multilevel models revealed that, at the individual level, only popularity predicted prosocial behavior, while likability did not. At the clique level, both clique likability and popularity norms predicted prosocial behavior. The moderating effect of clique popularity norms was consistent across all-boys and all-girls cliques, contrasting with the inconsistent effect of clique likability norms. The distinct roles of individual status versus clique norms suggest that promoting prosocial development may depend more on shaping positive peer climates.</p>

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Do Adolescents of Higher Peer Status Exhibit More Prosocial Behavior? Evidence Based on Individual and Clique Level

  • 期刊论文

  • 发表日期：

    2026年1月5日

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  • Jia Zhang,
  • Yining Song,
  • Ning Xu,
  • Caina Li,
  • Ping Ren

摘要

Peer status is a critical factor that motivates prosocial behavior in adolescents, which not only fosters their integration into school life but also helps maintain positive peer relationships. Utilizing peer nomination data, this two-year longitudinal multilevel study clarified the relation between adolescents’ prosocial behavior and two key indicators of peer status (i.e., likability and popularity), and further examined the moderating role of peer clique norms. The sample comprised 690 Chinese junior high school students (55.17% boys; Mage = 12.73, SD = 0.43), among whom 153 cliques were identified using the social cognitive map, with sizes ranging from three to twelve students (Msize = 4.51, SD = 1.62). Multilevel models revealed that, at the individual level, only popularity predicted prosocial behavior, while likability did not. At the clique level, both clique likability and popularity norms predicted prosocial behavior. The moderating effect of clique popularity norms was consistent across all-boys and all-girls cliques, contrasting with the inconsistent effect of clique likability norms. The distinct roles of individual status versus clique norms suggest that promoting prosocial development may depend more on shaping positive peer climates.