Applying three mathematical modeling techniques, this study proposes and tests the fit of an academic performance model, and then estimates the relative importance of four performance predictors: academic ability, performance goal orientation, educational technology use, and social network density. Drawing on social network theory, findings from this study show that social network density is a statistically important and unique predictor of academic performance, suggesting that "who you know" matters in large classroom settings. However, this study also indicates that academic ability is the most dominant factor in the explanation of academic performance. Practical and theoretical implications for enhancing academic performance through social networks are discussed.

This study utilized the social relations model (SRM) to examine the influence of interpersonal perceptions on team processes and outcomes. We hypothesized that the three components of the SRM (assimilation, consensus, and unique relations) would yield differential relationships with group process outcomes. We proposed that unique relations in members' perceptions of group members, perceptual relationships specific to particular dyads within a focal group, would be a source of negativity within teams' outcomes. Participants were undergraduates who worked in small groups for assignments for the duration of one semester; each member rated themselves and their teammates on five individual-level characteristics. Hypotheses about unique relations were supported. This component of the SRM model was positively related to conflict and negatively related to cohesion, showing the greatest relative importance among the three SRM components in predicting team process and outcomes.

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