What Does It Mean to Be Popular in Spain? Mixed-Method Analysis of Popularity as Perceived by Teenagers and Their Teachers

A great part of the research in adolescent popularity is based on sociometric methods, not always distinguishing between social preference (acceptance or likeability) and perceived popularity (visibility or salience), which has practical and theoretical implications. The aim of this work was to analyze the features that a sample of 406 Spanish adolescents (53.2% girls, M = 16.76 years) and their teachers (n = 26, 50% women) associated with perceived popularity. The data analysis established three main themes that categorize perceived popularity: behaviors, developmental traits, and other resources, which include both peer-valued and not valued characteristics. Qualitative and quantitative comparisons indicated differences between male and female popularity, mostly from the point of view of the students. Our findings suggest that perceived popularity is consistent with gender stereotypes, and that positive and negative popularity perceptions coexist with a denial of popularity as a real phenomenon.

Automated summary

Research on adolescent popularity reveals that perceived popularity is influenced by gender stereotypes, with both positive and negative perceptions existing alongside a denial of popularity as a true phenomenon. This highlights the complexities of how popularity is perceived among adolescents and the impact of societal expectations.