Narcissism May Make Teens Popular — but It Doesn’t Make Them Well-Liked

Teenagers who display narcissistic traits may enjoy a brief surge in popularity, but that elevated status rarely lasts and does not necessarily make them genuinely liked by their peers. A new study published in the Journal of Social and Personal Relationships suggests that boastful behavior can initially impress classmates, yet may ultimately undermine social standing.

The study, titled How Does Narcissism Relate to Popularity and Likeability in an Adolescent Residential Setting?, was conducted by Christopher Barry, Alex C. Yoshizumi, Hyunah Kim and Paige Yedinak. Their work adds fresh evidence that in adolescence, as in adulthood, narcissism may offer a fast route to visibility but not to enduring, reciprocal friendships.

Adolescence is a developmental stage marked by intense concern about peer approval and an ongoing search for identity. During this period, personality traits such as egocentrism and narcissism can become more visible as teenagers test social boundaries and strive for independence. These traits may sometimes appear attractive at first, particularly when they resemble confidence.

Psychologists distinguish between grandiose and vulnerable narcissism. Grandiose narcissism involves an inflated sense of self-importance, entitlement and a strong need for admiration, often expressed through assertiveness or aggression. Vulnerable narcissism reflects fragile self-esteem and heightened sensitivity to criticism, driving an intense need for reassurance from others.

Grandiose vs. vulnerable patterns

Theoretical models propose that people high in grandiose narcissism pursue status through bold, outgoing and sometimes domineering behavior. Vulnerable narcissism, by contrast, is associated with social anxiety, defensiveness and more covert attempts to secure acceptance. Both forms may influence how teenagers navigate complex peer hierarchies at school or within other social groups.

In many adolescent social circles, being popular is not the same as being well-liked. A teenager may be perceived as popular because of visibility, influence or dominance even when many peers privately dislike them. The researchers set out to examine how each form of narcissism predicted both popularity and likeability over time.

The study focused on 252 adolescents between the ages of 15 and 18 who were enrolled in a 22-week residential program for at-risk youth in the United States. Participants lived and studied together under a highly structured routine, arriving at the same time without pre-existing relationships. This setting offered a rare opportunity to observe how new social hierarchies emerged and changed over time.

Inside the residential program

The program followed a quasi-military model involving uniforms, marching and strict behavioral rules. Teenagers were assigned to smaller living groups in which most of their everyday interactions occurred. To capture group-level effects more accurately, peer feedback was analyzed within each living group, helping account for differences in group size and social climate.

Data were collected at two key points during the 22-week program. The first assessment took place approximately seven weeks after arrival, once initial impressions and early alliances had begun to form. The second occurred roughly 15 weeks later, near the end of the program, allowing researchers to examine how reputations and relationships evolved.

Participants completed self-report questionnaires measuring grandiose and vulnerable narcissism. They also participated in a peer nomination procedure. Each adolescent could nominate up to three peers from their living group who matched descriptions such as popular, well-liked, disliked, confident, boastful or dominant, providing a detailed picture of emerging social reputations.

Popularity spike, but not likeability

The study found that self-reported grandiose narcissism was clearly associated with peer-rated popularity at the first assessment. Teenagers who viewed themselves as especially important or superior were more likely to be identified by others as having high social status relatively early in the program. This suggests that grandiose traits can provide an initial social advantage.

However, that advantage did not persist. By the second assessment near the end of the program, the association between grandiose narcissism and popularity had disappeared. The findings indicate that initial boldness or charm associated with grandiose traits may help adolescents stand out, but peers appear to recalibrate their impressions as they gain more experience with one another.

Crucially, grandiose narcissism was not associated with being well-liked at either stage. Adolescents high in grandiose traits were no more likely to be nominated as friendly or likable by their peers at the beginning or near the end of the program. This disconnect reinforces the distinction between social visibility or power and genuine interpersonal warmth.

Vulnerable narcissism showed even weaker associations with social outcomes. It was only modestly associated with being disliked during the early assessment, and that pattern did not persist later in the program. Overall, teenagers with more fragile and anxious narcissistic tendencies did not consistently gain or lose status, suggesting that their social impact may be more subtle or dependent on context.

Confidence, dominance and bragging

Peer nominations of specific behaviors offered further insight into how particular traits affected social status. Adolescents perceived as confident or dominant tended to be rated as popular both early and late in the program. In some cases, dominance was also associated with being well-liked, suggesting that assertive behavior can be socially rewarded within certain group norms.

Boastfulness, however, followed a more negative trajectory. Teenagers frequently described as boastful at the first assessment were often perceived as popular at that point, possibly because bragging attracted attention and signaled self-assurance. Follow-up analyses showed that early boastfulness predicted a later decline in popularity.

This pattern suggests that although bragging may initially help teenagers stand out within a new group, peers may become increasingly frustrated or dismissive over time. Repeated self-promotion may gradually erode trust and goodwill, leading classmates to distance themselves and reducing the individual’s social influence.

The findings align with broader research suggesting that narcissistic behaviors can offer short-term interpersonal rewards while carrying longer-term costs. In adult workplaces, for example, narcissistic employees sometimes rise quickly into leadership positions but later struggle with cooperation, conflict and maintaining support from colleagues.

Limits and implications for schools

The authors caution that the study took place within a highly structured, quasi-military residential program for at-risk youth, which differs considerably from a typical high school environment. Strict routines, clearly defined hierarchies and behavioral rules may influence how dominance, confidence and boasting are perceived, potentially strengthening or weakening particular social effects.

Because the sample consisted of adolescents facing significant challenges, the results may not apply perfectly to all teenagers. However, the clear distinction between popularity and likeability, as well as the short-lived benefits associated with grandiose narcissism, is consistent with findings from other youth and adult populations. Research involving more diverse groups could help determine how culture and school climate influence these patterns.

Future studies could examine a broader range of narcissistic behaviors, including manipulation, online attention-seeking and strategic kindness used to gain influence. Researchers also suggest using peer nomination methods that allow adolescents to rate any classmate rather than only a limited number of peers, potentially capturing more nuanced social networks and cliques.

For educators, counselors and parents, the findings underscore the value of helping teenagers distinguish between attracting attention and developing authentic connections. Encouraging confidence grounded in competence, empathy and cooperation may support healthier peer relationships than pursuing status through bragging or dominance.

As social media increasingly rewards self-promotion and carefully curated self-images, understanding how narcissistic traits operate within offline peer groups is becoming increasingly relevant. Findings such as these may inform social-emotional learning programs designed to promote resilience, perspective-taking and more inclusive school environments.

Article prepared by Victoria Caldwell.