原文+翻译During the rosy years of elementary school(小学),I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables’ plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then there’s the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.Enviable as the cool kids may have seemed, Dr. Prinstein’s studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are “most likely to engage(从事) in dangerous and risky behavior”.In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys(调查研究).“We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us.”Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date—sharing, kindness, openness—carry over to later years and make you better able to relate and connect with others.In analyzing his and other research, Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. “Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage,” he said.在美好的小学时光里，我喜欢分享我的娃娃和笑话，这让我保持了高高的社会地位。我是操场上的女王。接着我十几岁时是一个刻薄的女孩，很酷的孩子。他们地位的提高不是靠与人为善，而是靠抽烟，破坏规矩和开别人的玩笑，我很快就发现自己也成为他们中的一员。大众化是社会心理学充分研究的一门学科。临床心理学教授普林斯坦博士把大众化分为两类：讨人喜欢的人和追求地位的人。讨人喜欢的人能与他人相处很好，因而能增强校园友谊，激发人际交往的能力。这些品质如能及时及早发现，会在未来的工作和生活中发挥作用。紧接着就出现这种青少年时期的大众化：因权力和甚至可耻的行为而产生的地位。尽管酷酷的孩子们可能看起来令人羡慕，但普林斯坦博士的研究却得出了不好的结果。那些在高中地位最高的人和在小学最不讨人喜欢的人最可能参与危险和冒险的行为。一个研究中，普林斯坦博士在235个青少年中调查了两种类型的受欢迎程度，根据学生调查研究给最不讨人喜欢的，最讨人喜欢的，地位最高的打分。我们发现随着时间的流逝最不讨人喜欢的孩子对同学变得更加好斗。但是地位最高的孩子也是如此。这清楚地表明，尽管讨人喜欢会带来良好的适应力，但地位高对我们的影响恰恰相反。普林斯坦博士也发现，让你身边的人想和你相约玩耍的品质——乐于分享、仁慈善意、开放心态能够使人更好地建立人脉。在分析他和其他人的研究中，普林斯坦博士得出另一个结论。讨人喜欢不仅与积极的生活体验相关,而且与人生的成功和幸福相关。受欢迎的孩子能为未来的人生际遇创造机会。他们会更能适应未来的生存挑战。
