Relational predictors of perceived popularity in a sample of school-based adolescents: A multilevel analysis

Popularity is a key construct to understand social influence processes among peers during adolescence. Popular individuals are socially visible, their behavior is imitated, and they occupy central positions in the peer system. Literature differentiates between sociometric popularity (individuals who like others and develop prosocial behaviors) and perceived popularity (reputable individuals who develop disruptive behaviors). The objective of the study is to identify the relational determinants of perceived popularity in a sample of Mexican high school students, including the effect of the mean age of the classrooms to which participants are assigned. Participants are 407 students (n = 273 women; 67.1%) aged between 14 and 22 years (M = 15.55; SD = .99). Network analysis and multilevel techniques were used. Results shows that the mean age of the class is an explanatory factor for the variability of the dependent and the analysis of the fixed effects parameters indicates that being central in the network of positive links is the relational predictor that best explains perceived popularity (γ02= .65; t= 16.820; p < .00001; CI95%: .58- .73). Perceived popularity is a complex and dual phenomenon in which features of perceived and sociometric popularity overlap. Understanding the factors that determine perceived popularity is crucial to ensure the psychosocial adjustment of young people in educational contexts.