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Classroom Impression Management in Early Adolescence: Exploring Students’ Academic Self-Presentation Strategies with Peers

Abstract The current study expands prior work on early adolescents’ impression management in the classroom by developing a self-report measure that was used to explore students’ endorsement of four academic self-presentation strategies (i.e., exaggerate, downplay, honest, and avoid) depending on peer type (i.e., best friend and most popular classmate), academic performance condition (i.e., strong and poor performance), and whether gender differences emerged, when discussing one’s level of effort on a class project. Specifically, data were collected from 475 eighth-grade students (253 boys, 222 girls) within a high-performing educational context. Preliminary psychometric evidence is provided indicating that the measurement tool developed for the pres... (more)
Created Date 2017
Contributor Sechler, Casey M. (Author) / Ladd, Gary W. (Advisor) / Updegraff, Kimberly (Advisor) / White, Rebecca M.B. (Committee member) / Jager, Justin (Committee member) / Arizona State University (Publisher)
Subject Developmental psychology / Educational psychology / early adolescence / impression management
Type Doctoral Dissertation
Extent 101 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Family and Human Development 2017
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis