The Constructive Overlap: A Study of Multiplex Ties in Students' Study-Related Networks and Academic Performance

Autor/in	Fjelkner-Pihl, Annika
Titel	The Constructive Overlap: A Study of Multiplex Ties in Students' Study-Related Networks and Academic Performance
Quelle	In: Innovative Higher Education, 47 (2022) 2, S.273-295 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-021-09576-4
Schlagwörter	Academic Achievement; Social Networks; Outcomes of Education; Higher Education; Educational Experience; Study Habits; Student Surveys; Student Attitudes; Friendship; Commuting Students; Peer Relationship; Learning Processes; College Students + Suchen Sie Ihr Suchwort? Schulleistung; Social network; Soziales Netzwerk; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungserfahrung; Study behavior; Study behaviour; Studienverhalten; Schülerbefragung; Schülerverhalten; Freundschaft; Pendler; Peer-Beziehungen; Learning process; Lernprozess; Collegestudent
Abstract	This article adds to a growing body of literature on how various types of social relations can work synergistically to promote students' academic success. Students' study-related social networks affect academic outcome in higher education. The network literature in education generally explores students' various relations separately, rather than their multiplex relations or when "individuals share several relations." This approach risks missing the full complexity of the student experience. The aim of the present study is to add to the discussion on student social networks and attainment in higher education by further exploring multiplex relations maintained in a specific study program, in which a large share of students in the cohort commute. A survey was distributed to students in one cohort (n = 146). The findings revealed that, in this cohort, students' friendship, working and learning networks overlap substantially, and that centrality in the friendship and in the student multiplex networks was positively and significantly related to academic outcome, whereas centrality in the working and learning networks was not. Points for future research are suggested, and practical implications for those supporting student learning in higher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01