Online Submission Assignment Cover Page
Name: Sarah Murphy
Date: July 18, 2012
Course #: PSYC 2360
Course Name: Introductory Research Methods
Instructor: Carol-Anne Hendry
Assignment #: 2
Assignment Name: Journal Article Review #2
# of Pages (including this one): 5
(For instructor’s use)
Grade: Journal Article Review
1. Write the reference for this article in APA style. Be sure to consult your textbook
for assistance and pay close attention to format and spacing.
Sandstorm, M. J., & Cillessen, A. H. (2010, September). Life After High School:
Adjustment of Popular Teens in Emerging Adulthood [Electronic version]. Merrill-
Palmer Quarterly, 56(4), 474-499.
2. Write an "overview" or brief summary of the article in your own words. Indicate
your assessment of what the study is about and the major findings of the study.
The study examined perceived popularity after high school as well as the role of
relational aggression. A sample of 264 adolescents, ranging from grades 9 through 12,
was used to determine if perceived popularity in high school was a determinant of any of
the four domains of adjustment (depression, psychopathology, victimization, and risk
behaviour). The major findings of the study suggested a positive association between
popularity in high school and risk behaviours following high school, as well as a
combination of low popularity and high relational aggression is associated with higher
levels of adjustment problems for boys. The study also proved that, in girls, higher levels
of relational aggression is associated with lower levels of depressive symptoms, but
higher levels of workplace victimization.
3. According to the introduction, what information was already known about the
topic (look for references to previous research)?
According to previous research, relational aggression (RA) and perceived popularity are
intertwined across development, and become increasingly associated with each other
throughout high school. It is also suggested that aggression tends to become more subtle
and over the course of development. Children are believed to show a proportional
decrease in physical relative to relational aggression as they evolve into middle childhood
and adolescence. Therefore, relational aggressing is a particularly powerful moderator of
popularity during the high school years.
4. What variables were studied? Identify the Independent and Dependent Variables
if applicable. What were the hypotheses concerning these variables?
Variables: perceived popularity, sociometric popularity, relational aggression, depression,
psychopathology, victimization, and risk behaviour.
Independent Variables: perceived popularity, relational aggression, and sociometric
Dependent Variables: depression, psychopathology, victimization, and risk behaviour Hypotheses
- Significant positive associations between high school popularity and adjustment in
emerging adulthood (highly popular teens would show lower levels of subsequent
depression, psychopathology, and victimization in the workplace)
- Popularity to be positively associated with engagement in risk behaviours in the 3 years
- Relational aggression may moderate the association between early popularity and later
adjustment in 2 ways
- RA may be adaptive in context of high social status
- Higher levels of RA can lead to increases in popularity over time
- RA would augment the protective impact of popularity on subsequent adjustment, such
that teens who exhibited combination of popularity and RA in high school would show
the lowest levels of depression, psychopathology, and workplace victimization in
- RA intensifies the positive association between popularity and risk behaviours (with
highly aggressive-popular teens showing the highest levels of these behaviours in
5. What were the operational definitions of the variables studied?
High School Measures
Perceived Popularity: Each student nominated their peers based on who is “most popular”
or “least popular”, each result was counted and standardized to z-scores within the grade
Sociometric Popularity: Each student nominated their peers based on who is “liked most”
and “liked least”, each result was counted and standardized to z-scores within the grade
Relational Aggression: Each student nominated their peers based on who “ignores others
when at mad them”, each result was counted and standardized to z-scores within the
Depression: Each student completed a short version of the Beck Depression Inventory.
The four yearly scores were averaged to one high school depression composite.
Psychopathology: Internalizing and externalizing behaviour problems were measured
from the Child Behaviour Checklist. The scores were averaged to create a general
psychopathology score for each grade.
Victimization: Each student nominated their peers based on “who gets picked on by
others”, these nominations were counted and standardized within each grade. The four
yearly scores were averaged to one high school victimization composite.
Risk Behaviour: Each student completed the Youth Risk Behaviour Survey (YRBS) in
order to indicate the intensity and/or frequency of th