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My overall research focus is on behaviors and characteristics
that can be construed as socially dominant. Specifically, I am interested
in physical aggression (intimidation, bullying), relational aggression
(manipulation, gossip, exclusion), and perceived popularity. Youth
who are perceived-popular are socially well-connected, highly visible
and influential, and make up the "popular" or "cool"
crowd in a given school. I am interested in how these youth achieve
such high status, as well as how they use their status to further
their own social goals. We know that perceived popularity is highly
stable across adolescence, but little is known about how much continuity
there is from adolescence into early adulthood or about what form
popularity or dominance might take once adolescents leave the high
school context. I also study the link between popularity and antisocial
or risk-taking behaviors such as delinquency, aggression, and substance
use, and the role of peer influence in adolescent risk-taking behaviors.
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Mayeux, L., & Cillessen, A. H. N. (2008) It’s not just being popular, it’s knowing it, too: The role of self-perceptions of status in the associations between peer status and aggression. Social Development.
Mayeux, L., Sandstrom, M. J., & Cillessen, A. H. N. (2008.). Is being popular a risky proposition? Journal of Research on Adolescence, 18 (1), 49-74.
Mayeux, L., Bellmore, A. D., & Cillessen, A. H. N. (2007) Repeated assessments of sociometric status and the prediction of later adjustment. Journal of Genetic Psychology.
Cillessen, A. H. N., & Mayeux, L. (2007). Developmental changes in the association between aggression and status in the peer system. In P. Hawley, T. Little, & P. Rodkin (Eds.), Aggression and Adaptation: the Bright Side to Bad Behavior. New Jersey: Lawrence Erlbaum.
Cillessen, A. H. N., & Mayeux, L. (2007).Expectations and perceptions at school transitions: The role of peer status and aggression. Journal of School Psychology, 45(5), 567-586.
Mayeux, L., Underwood, M. K., & Risser, S. D. (2007). Perspectives on the ethics of sociometric research with children: How children, peers, and teachers help to inform the debate. Merrill-Palmer Quarterly, 53, 53-78.
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147-163.
Cillessen, A. H. N., & Mayeux, L. (2004). Sociometric status and peer group behavior: Previous findings and current directions. In J. B. Kupersmidt & K. A. Dodge (Eds.), Children’s peer relations: From development to intervention. Washington, DC: American Psychological Association Press.
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