Abstract
Crowd affiliations are integral to academic functioning and school adjustment during adolescence. However, less is known about crowd structures within institutions of higher education. The current study was designed to validate the College Peer Crowd Questionnaire (CPCQ), an instrument designed to assess college students’ self-reported crowd identifications, and examine associations with academic and socioemotional problems that derail college success. Participants were 498 students at a small liberal arts college in the western United States (Mage = 20.08; SD = 1.38, range = 18–26). Confirmatory factor analysis showed that the peer crowd structure could best be described by four underlying crowd dimensions (i.e., social, athletic, scholastic and counterculture) and that the factor structure was invariant across gender and college standing. Using structural equation modeling, we also found that crowd identification was significantly correlated with indices of college adjustment and behaviors that jeopardize academic success. The results highlight the importance of crowd affiliations for college students’ success and adjustment. The results also highlight that the CPCQ is a valid tool for researchers who undertake this research.
Similar content being viewed by others
References
Arria, A. M., Caldeira, K. M., Bugbee, B. A., Vincent, K. B., & O’Grady, K. E. (2013). The academic opportunity costs of substance use during college. College Park, MD: Center on Young Adult Health and Development.
Asher, S. R., & Weeks, M. S. (2014). Loneliness and belongingness in the college years. In R. J. Coplan & J. C. Bowker (Eds.), The handbook of solitude (pp. 283–301). Hoboken, NJ: Wiley.
Ashmore, R. D., Del Boca, F. K., & Beebe, M. (2002). “Alkie”,“frat brother”, and “jock”: Perceived types of college students and stereotypes about drinking. Journal of Applied Social Psychology, 32, 885–907.
Ashmore, R. D., Griffo, R., Green, R., & Moreno, A. H. (2007). Dimensions and categories underlying thinking about college student types. Journal of Applied Social Psychology, 37, 2922–2950.
Astin, A. W. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.
Awang, M. M., Kutty, F. M., & Ahmad, A. R. (2014). Perceived social support and well-being: First-year student experience in university. International Education Studies, 7, 261–270.
Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31, 179–189.
Benson, J., & Elder, G. H. (2011). Young adult identities and their pathways: A developmental and life course model. Developmental Psychology, 47, 1646–1657.
Bernardo, A., Esteban, M., Fernández, E., Cervero, A., Tuero, E., & Solano, P. (2016). Comparison of personal, social and academic variables related to university drop-out and persistence. Frontiers in Psychology, 7, 1610. doi:10.3389/fpsyg.2016.01610.
Bixenstine, V. E., DeCorte, M. S., & Bixenstine, B. A. (1976). Conformity to peer-sponsored misconduct at four grade levels. Developmental Psychology, 12, 226–236.
Bonsu, J. A. (2012). Do high school peer crowd affiliations and peer alcohol use predict alcohol use during college? (Doctoral dissertation). Retrieved from http://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1007&context=psychology_etds.
Brown, J. W. (1969). Student sucultures on Bowdoin campus. Washington, D.C.: US Department of Health Education and Welfare.
Brown, B. B. (1989). Social type rating manual. Madison, WI: National Center on Effective Secondary Schools.
Brown, B. B. (1990). Peer groups and peer cultures. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 171–196). Cambridge, MA: Harvard University Press.
Brown, B. B., Clasen, D. R., & Eicher, S. A. (1986a). Perceptions of peer pressure, peer conformity dispositions, and self-reported behavior among adolescents. Developmental Psychology, 22, 521–530.
Brown, B. B., Eicher, S. A., & Petrie, S. (1986b). The importance of peer group (“crowd”) affiliation in adolescence. Journal of Adolescence, 9, 73–96.
Brown, B., & Huang, B. H. (1995). Examining parenting practices in different peer contexts: Implications for adolescent trajectories. In L. J. Crockett & A. C. Crouter (Eds.), Pathways through adolescence (pp. 2–37). Mahwah, NJ: Erlbaum.
Brown, B. B., Mory, M., & Kinney, D. A. (1994). Casting adolescent crowds in relational perspective: Caricature, channel, and context. In R. Montemayor, G. R. Adams, & T. P. Gullotta (Eds.), Advances in adolescent development. Personal relationships during adolescence (Vol. 6, pp. 123–167). Newbury Park, CA: Sage.
Brown, B. B., Mounts, N., Lamborn, S. D., & Steinberg, L. (1993). Parenting practices and peer group affiliation in adolescence. Child Development, 64, 467–482.
Byrne, B. M., Shavelson, R. J., & Muthén, B. O. (1989). Testing for equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105, 456–466.
Clark, B. R., & Trow, M. (1966). The organizational context. In T. M. Newcomb & E. K. Wilson (Eds.), College peer groups: Problems and prospects for research (pp. 17–70). Chicago: Aldine.
Collins, J. K., & Thomas, N. T. (1972). Age and susceptibility to same sex peer pressure. British Journal of Educational Psychology, 42, 83–85.
Cross, J. R., & Fletcher, K. L. (2009). The challenges of adolescent crowd research: Defining the crowd. Journal of Youth and Adolescence, 38, 747–764.
Cuseo, J., Fecas, V. S., & Thompson, A. (2007). Thriving in college and beyond: Research-based strategies for academic success and personal development. Dubuque, IA: Kendall/Hunt.
Delsing, M. J. M. H., ter Bogt, T. F. M., Engels, R. C. M. E., & Meeus, W. H. J. (2007). Adolescents’ peer crowd identification in the Netherlands: Structure and associations with problem behaviors. Journal of Research on Adolescence, 17, 467–480.
Doornwaard, S. M., Branje, S., Meeus, W. H. J., & ter Bogt, T. F. M. (2012). Development of adolescents’ peer crowd identification in relation to changes in problem behaviors. Developmental Psychology, 48, 1366–1380.
Duncan, G. J., Boisjoly, J., Kremer, M., Levy, D. M., & Eccles, J. (2005). Peer effects in drug use and sex among college students. Journal of Abnormal Child Psychology, 33, 375–385.
Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 8, 430–457.
Erskine, M., Kier, C., Leung, A., & Sproule, R. (2006). Peer crowds, work experience, and financial saving behaviour of young Canadians. Journal of Economic Psychology, 27, 262–284.
Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Journal of Counseling and Development, 72, 281–288.
Heaven, P., Ciarrochi, J., & Vialle, W. (2007). Self-nominated peer crowds, school achievement, and psychological adjustment in adolescents: Longitudinal analysis. Personality and Individual Differences, 44, 977–988.
Hopmeyer, A., & Medovoy, T. (2017). Emerging adults’ self-identified peer crowd affiliations, risk behavior, and social–emotional adjustment in college. Journal of Emerging Adulthood, 5, 143–148.
Hu, S., Katherine, L., & Kuh, G. D. (2011). Student typologies in higher education. In Hu Shouping & S. Li (Eds.), Using typological approaches to understand college student experiences and outcomes (pp. 5–15). San Francisco: Jossey-Bass.
Klebnikov, S. (2015, June 3). The rise of liberal arts colleges in Asia. Forbes. Retrieved from https://www.forbes.com/sites/sergeiklebnikov/2015/06/03/the-rise-of-liberal-arts-colleges-in-asia/#16fb62c47e3c.
Kuh, G. D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development. The Journal of Higher Education, 66, 123–155.
Kuh, G. D., Hu, S., & Vesper, N. (2000). “They shall be known by what they do”: An activities-based typology of college students. Journal of College Student Development, 41, 228–244.
La Greca, A. M., & Harrison, H. M. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child and Adolescent Psychology, 34, 49–61.
La Greca, A. M., Prinstein, M. J., & Fetter, M. (2001). Adolescent peer crowd affiliation: Linkages with health-risk behaviors and close friendships. Journal of Pediatric Psychology, 26, 131–143.
Lee, J., Little, T. D., & Preacher, K. J. (2011). Methodological issues in using structural equation models for testing differential item functioning. In E. Davidov, P. Schmidt, & J. Billiet (Eds.), Cross-cultural analysis: Methods and applications (pp. 55–84). New York, NY: Routledge.
Ling, P. M., Lee, Y. O., Hong, J., Neilands, T. B., Jordan, J. W., & Glantz, S. A. (2014). Social branding to decrease smoking among young adults in bars. American Journal of Public Health, 104, 751–760.
Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: Guilford Press.
Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151–173.
Luo, J., & Drake, D. J. (2005). Linking student precollege characteristics to college development outcomes: The search for a meaningful way to inform institutional practice and policy. IR Applications, 7, 1–18.
Mackey, E. R., & La Greca, A. M. (2008). Does this make me look fat? Peer crowd and peer contributions to adolescent girls’ weight control behaviors. Journal of Youth and Adolescence, 37, 1097–1110.
Miller, K. E., Farrell, M. P., Barnes, G. M., Melnick, M. J., & Sabo, D. (2005). Gender/racial Differences in jock identity, dating, and adolescent sexual risk. Journal of Youth and Adolescence, 34, 123–136.
Miller, A. B., Prinstein, M. J., & Esposito-Smythers, C. (2014). Peer influence processes associated with binge drinking among first year college students. Graduate Student Journal of Psychology, 15, 47–56.
Musgrave-Marquart, D., Bromley, S. P., & Dalley, M. B. (1997). Personality, academic attribution, and substance use as predictors of academic achievement in college students. Journal of Social Behavior and Personality, 12, 501–511.
Muthén, L. K., & Muthén, B. O. (1998–2007). Mplus user’s guide (5 edn). Los Angeles, CA: Muthén and Muthén.
Osborne, J. W. & Fitzpatrick, D. C. (2012). Replication analysis in exploratory factor analysis: What it is and why it makes your analysis better. Practical Assessment, Research and Evaluation, 17. Available online: http://pareonline.net/getvn.asp?v=17&n=15.
Pascarella, E. T., Goodman, K. M., Seifert, T. A., Tagliapietra-Nicoli, G., Park, S., & Whitt, E. J. (2007). College student binge drinking and academic achievement: A longitudinal replication and extension. Journal of College Student Development, 48, 715–727.
Prinstein, M. J., Boergers, J., Spirito, A., Little, T. D., & Grapentine, W. L. (2000). Peer functioning, family dysfunction, and psychological symptoms in a risk factor model for adolescent inpatients’ suicidal ideation severity. Journal of Clinical Child Psychology, 29, 392–405.
Prinstein, M. J., & La Greca, A. M. (2002). Peer crowd affiliation and internalizing distress in childhood and adolescence: A longitudinal follow-back study. Journal of Research on Adolescence, 12, 325–351.
Pritchard, M. E., & Wilson, G. S. (2003). Using emotional and social factors to predict student success. Journal of College Student Development, 44, 18–28.
Redden, E. (2013, February 8). Liberal arts go Dutch. Inside higher Ed. Retrieved from https://www.insidehighered.com/news/2013/02/08/netherlands-growth-liberal-arts-colleges-has-influenced-higher-ed-sector-whole.
Russell, D. W. (1996). UCLA loneliness scale (version 3): Reliability, validity, and factor structure. Journal of Personality Assessment, 66, 20–40.
Sessa, F. M. (2007). Peer crowds in a commuter college sample: The relation between self- reported alcohol use and perceived peer crowd norms. Journal of Psychology: Interdisciplinary and Applied, 141, 293–305.
Sim, T. N., & Yeo, G. H. (2012). Peer crowds in Singapore. Youth and Society, 44, 201–216.
Steinberg, L., Brown, B. B., & Dornbusch, S. M. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York, NY: Simon and Schuster.
Stone, M. R., & Brown, B. B. (1999). Identity claims and projections: Descriptions of self and crowds in secondary school. New Directions for Child and Adolescent Development, 84, 7–20.
Sussman, S., Pallav, P., Ashmore, D., & Brown, B. (2007). Adolescent peer group identification and characteristics: A review of the literature. Addictive Behaviors, 32, 1602–1627.
Teese, R., & Bradley, G. (2008). Predicting recklessness in emerging adults: A test of a psychosocial model. Journal of Social Psychology, 148, 105–126.
Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving. Journal of Higher Education, 59, 438–455.
Umbach, P. D., & Kuh, G. D. (2006). Student experiences with diversity at liberal arts colleges: Another claim for distinctiveness. The Journal of Higher Education, 77, 169–192.
US Immigration and Customs Enforcement (2015, August). Student and exchange visitor information system (SEVP).
Wetherill, R. R., & Fromme, K. (2007). Alcohol use, sexual activity, and perceived risk in high school athletes and non-athletes. Journal of Adolescent Health, 41, 294–301.
Widaman, K. F., & Reise, S. P. (1997). Exploring the measurement invariance of psychological instruments: Applications in the substance use domain. In K. Bryant, M. Windle, & S. West (Eds.), The science of prevention: Methodological advances from alcohol and substance abuse research (pp. 281–324). Washington, DC: American Psychological Association.
Williams, A. (2010). The new math on campus (p. ST1). New York: The New York Times.
Yazedjian, A., Toews, M. L., Sevin, T., & Purswell, K. E. (2008). It’s a whole new world: A qualitative exploration of college students’ definitions of and strategies for college success. Journal of College Student Development, 49, 141–154.
Acknowledgements
The authors express appreciation to Kathleen DeKoste, Sloane Fisher, Lily Mofit, Zoe Sher and Jessica Wilcox for their assistance with participant recruitment. This research was supported in part by a fellowship to the third author from the Ford Research Mentors Endowment.
Author information
Authors and Affiliations
Corresponding author
Appendix 1: Risk and reckless behavior questionnaire
Appendix 1: Risk and reckless behavior questionnaire
Subscale | Item |
---|---|
1. Academic risk | 1.1 How many times during the past semester have you waited to start working on a paper until the day before (or the day) it was due? 1.2 How many times during the past semester have you cheated on an exam or homework assignment? 1.3 How many times during the past semester have you waited to start studying for an exam until the day before (or the day of) the exam? 1.4 How many times during the past semester have you skipped a class? |
2. Sexual risk | 2.1 How many times in the past semester have you had unprotected sex? 2.2 How many times in the past semester have you had intercourse with a non-exclusive partner? 2.3 How many times in the past semester have you engaged in any form of sexual activity with a casual acquaintance? |
3. Drug risk | 3.1 How many times during the past semester have you used a prescription drug that was not your own? 3.2 How many times during the past semester have you used marijuana? 3.3 How many times during the past semester have you used any illegal drug other than marijuana? 3.4 How many times during the past semester have you taken a drug offered to you by a friend? |
4. Alcohol risk | 4.1 How many times during the past semester have you injured yourself as a result of alcohol consumption (scrapes, falls, etc.)? 4.2 How many times during the past semester have you blacked out from drinking (defined as being completely unable to remember some or all of the events that took place while under the influence) 4.3 How many times during the past semester have you consumed alcohol to the point of physical illness? 4.4 How many times during the past semester have you engaged in any form of sexual activity while under the influence of alcohol (that you would not have chosen to engage in, had you been sober) |
Rights and permissions
About this article
Cite this article
Hopmeyer, A., Troop-Gordon, W., Medovoy, T. et al. Emerging adults’ self-identified peer crowd affiliations and college adjustment. Soc Psychol Educ 20, 643–667 (2017). https://doi.org/10.1007/s11218-017-9390-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11218-017-9390-1