Ahn, H. J., Garandeau, C. F., & Rodkin, P. C. (2010). Effects of classroom embeddedness and density on the social status of aggressive and victimized children. The Journal of Early Adolescence, 30, 76–101. https://doi.org/10.1177/0272431609350922.
Berger, C., Batanova, M., & Cance, J. D. (2015). Aggressive and prosocial? Examining latent profiles of behavior, social status, machiavellianism, and empathy. Journal of Youth and Adolescence, 44, 2230–2244. https://doi.org/10.1007/s10964-015-0298-9.
Berry, D. S. (2000). Attractiveness, attraction, and sexual selection: Evolutionary perspectives on the form and function of physical attractiveness. Advances in Experimental Social Psychology, 32, 273–342.
Bond, R. (2005). Group size and conformity. Group Processes and Intergroup Relations, 8, 331–354.
Bukowski, W. M., & Hoza, B. (1989). Popularity in friendship: Issues in theory, measurement and outcome. In In: Berndt, T. J. (Ed.) & Ladd, G. W. (Ed.), Peer relationships in child development. Wiley series on personality processes (pp. 15–45). Oxford, England: John Wiley & Sons.
Bukowski, W. M., Gauze, C., Hoza, B., & Newcomb, A. F. (1993). Differences and consistency between same-sex and other-sex peer relationships during early adolescence. Developmental Psychology, 29, 255–263.
Chang, L. (2004). The role of class norms in contextualizing the relations of children’s social behaviors to peer acceptance. Developmental Psychology, 40, 691–702. https://doi.org/10.1037/0012-16184.108.40.2061.
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75(1), 147–163. https://doi.org/10.1111/j.1467-8624.2004.00660.x.
Cillessen, A. H. N., & Rose, A. J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14, 102–105.
Deutsch, M., & Gerard, H. B. (1955). A study of normative and informational social in uences upon individual judgment. Journal of Abnormal and Social Psychology, 51, 629–636.
Dijkstra, J. K., & Gest, S. D. (2015). Peer norm salience for academic achievement, prosocial behavior, and bullying: Implications for adolescent school experiences. The Journal of Early Adolescence, 35, 79–96. https://doi.org/10.1177/0272431614524303.
Dijkstra, J. K., Lindenberg, S., Verhulst, F. C., Ormel, J., & Veenstra, R. (2009). The relation between popularity and aggressive, destructive and norm-breaking behaviors: moderating effects of athletic abilities, physical attractiveness, and prosociality. Journal of Research on Adolescence, 19, 401–413.
Eisenberg, N., Vaughan, J., & Hofer, C. (2009). Temperament, self-regulation, and peer social competence. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 473–489). New York: Guilford Press.
Ellis, W. E., & Zarbatany, L. (2007). Peer group status as a moderator of group influence on children’s deviant, aggressive, and prosocial behavior. Child Development, 78, 1240–1254.
Ellis, B. J., Volk, A. A., Gonzalez, J.-M., & Embry, D. D. (2016). The meaningful roles intervention: An evolutionary approach to reducing bullying and increasing prosocial behavior. Journal of Research on Adolescence, 26, 622–637. https://doi.org/10.1111/jora.12243.
Farmer, T., Estell, D., Bishop, J., O’Neal, K., & Cairns, B. (2003). Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural AfricanAmerican early adolescents. Developmental Psychology, 39, 992–1004.
Garandeau, C. F., Ahn, H. J., & Rodkin, P. C. (2011). The social status of aggressive students across contexts: The role of classroom status hierarchy, academic achievement, and grade. Developmental Psychology, 47, 1699–1710. https://doi.org/10.1037/a0025271.
Garandeau, C., Lee, I., & Salmivalli, C. (2014). Inequality matters: Classroom status hierarchy and adolescents’ bullying. Journal of Youth and Adolescence, 43, 1123–1133.
Gremmen, M. C., Dijkstra, J. K., Steglich, C. E. G., & Veenstra, D. R. (2017). First selection, then influence: Developmental differences in friendship dynamics regarding academic achiement. Developmental Psychology, 53, 1356–1370.
Hawley, P. H. (1999). The ontogenesis of social dominance: A strategy-based evolutionary perspective. Developmental Review, 19, 97–132. https://doi.org/10.1006/drev.1998.0470.
Hawley, P. H. (2003). Strategies of control, aggression, and morality in preschoolers: An evolutionary perspective. Journal of Experimental Child Psychology, 85(3), 213–235.
Hawley, P. H., & Bower, A. R. (2018). Evolution and peer relations. Considering the functional roles of aggression and prosociality. In Bukowski, Laursen & Rubin (eds): Handbook of Peer Interactions, Relationships, and Groups.
Henry, D., Guerra, N., Huesmann, R., Tolan, P., van Acker, R., & Eron, L. (2000). Normative influences on aggression in urban elementary school classrooms. American Journal of Community Psychology, 28, 59–81. https://doi.org/10.1023/A:1005142429725.
Hopmeyer Gorman, A. H., Schwartz, D., Nakamoto, J., & Mayeux, L. (2011). Unpopularity and disliking among peers: Partially distinct dimensions of adolescents' social experiences. Journal of Applied Developmental Psychology, 32, 208–217. https://doi.org/10.1016/j.appdev.2011.05.001.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.
Juvonen, J., Nishina, A., & Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science, 17, 393–400. https://doi.org/10.1111/j.1467-9280.2006.01718.x.
Koski, J. E., Xie, H., & Olson, I. R. (2015). Understanding social hierarchies: The neural and psychological foundations of status perception. Social Neuroscience, 10, 527–550. https://doi.org/10.1080/17470919.2015.1013223.
LaFontana, K. M., & Cillessen, A. H. N. (2010). Developmental changes in the priority of perceived status in childhood and adolescence. Social Development, 19(1), 130–147. https://doi.org/10.1111/j.1467-9507.2008.00522.x.
Laninga-Wijnen, L., Harakeh, Z., Steglich, C. E. G., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2017). The norms of popular peers moderate friendship dynamics of adolescent aggression. Child Development, 88, 1265–1283. https://doi.org/10.1111/cdev12650.
Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K., Veenstra, D. R., & Vollebergh, W. A. M. (2018). Aggressive and prosocial peer norms: Change, stability and associations with adolescent aggressive and prosocial behavior development. Journal of Early Adolescence, 38, 178–203. https://doi.org/10.1177/0272431616665211.
Laninga-Wijnen, L., Harakeh, Z., Garandeau, C., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2019). Classroom popularity hierarchy predicts prosocial and aggressive popularity norms across the school year. Child Development accepted for publication https://doi.org/10.1111/cdev.13228.
Latané, B. (1981). The psychology of social impact. American Psychologist, 36, 343–356. https://doi.org/10.1037/0003-066X.36.4.343.
Latané, B., & Wolf, S. (1981). The social impact of majorities and minorities. Psychological Review, 88, 438–453.
Lease, A. M., Kennedy, C. A., & Axelrod, J. L. (2002). Children's social constructions of popularity. Social Development, 11, 87–109. https://doi.org/10.1111/1467-9507.00188.
McDonald, K. L., Benish-Weisman, M., O’Brien, C. T., & Ungvary, S. (2015). The social values of aggressive-prosocial youth. Journal of Youth and Adolescence, 44, 2245–2256.
Moffitt, T. E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674–701. https://doi.org/10.1037/0033-295x.100.4.674.
Moscovici, S., & Faucheux, C. (1972). Social influence, conformity bias, and the study of active minorities. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 6, pp. 149–202). New York, NY: Academic Press.
Moscovici, S., & Nemeth, C. (1974). Social influence II: Minority influence. In C. Nemeth (Ed.), Social psychology: Classic and contemporary integrations (pp. 217–249). Chicago, IL: Rand McNally.
Obsuth, I., Eisner, M., Malti, T., & Ribeaud, D. (2015). The developmental relation between aggressive behaviour and prosocial behaviour: A 5-year longitudinal study. BMC Psychology, 3, 16–30. https://doi.org/10.1186/s40359-015-0073-4.
Paluck, E. L., Shepherd, H., & Aronow, P. M. (2016). Changing climates of conflict: A social network experiment in 56 schools. In Proceedings of the National Academy of Sciences of the United States of America (Vol. 113, pp. 566–571). https://doi.org/10.1073/pnas.1514483113.
Prinstein, M. J., & Cillessen, A. H. N. (2003). Forms and functions of adolescent peer aggression associated with high levels of peer status. Merrill-Palmer Quarterly, 49, 310–342.
Sijtsema, J. J., Lindenberg, S., & Veenstra, R. (2010). Do they get what they want or are they stuck with what they can get? Testing homophily against default selection for friendships of highly aggressive boys. The TRAILS study. Journal of Abnormal Child Psychology, 38, 803–813. https://doi.org/10.1007/s10802-010-9402-5.
Steinberg, L. (2007). Risk taking in adolescence: New perspectives from brain and behavioral science. Current Directions in Psychological Science, 16, 55–59.
Vaillancourt, T., & Hymel, S. (2006). Aggression and social status: The moderating roles of gender and peer-valued characteristics. Aggressive Behavior, 32, 396–406. https://doi.org/10.1002/ab.20138.
Waasdorp, T., Baker, C., Paskewich, B., & Leff, S. (2013). Aggression, leadership, and social status among urban youth. Journal of Youth and Adolescence, 43(2), 263–274. https://doi.org/10.1007/s10964-012-9837-9.
Wood, W., Lundgren, S., Ouellette, J. A., Busceme, S., & Blackstone, T. (1994). Minority influence: A meta-analytic review of social influence processes. Psychological Bulletin, 115, 323–345.
Wright, J., Giammarino, M., & Parad, H. (1986). Social status in small groups: Individualgroup similarity and the social "misfit.". Journal of Personality and Social Psychology, 50, 523–536.
Zwaan, M., Dijkstra, J. K., & Veenstra, R. (2013). Status hierarchy, attractiveness hierarchyand sex ratio. International Journal of Behavioral Development, 37, 211–221. https://doi.org/10.1177/0165025412471018.