Pathways to happiness: From personality to social networks and perceived support

Lee, Seonjoo; Woo, Sang Eun; Porter, Caitlin M.; Brzezinski, Michael

doi:10.1016/j.socnet.2013.04.005

Cited by 176 publications

(119 citation statements)

References 97 publications

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“…More recently, researchers have proposed conceptualizing these two forms of integration in terms of students' embeddedness in networks of interpersonal academic and social relationships with fellow students (Smith 2015). In social networks, similar to friendship networks, relationships are not necessarily study-related or task-dependent but rather provide personal and emotional support, which may reduce stress or ease problematic situations (e.g., Zhu et al 2013). We define social support as emotional support and affection from friends, which serves as an important buffer against stress after the transition to universities (Buote et al 2007;Wilcox et al 2005).…”

Section: Academic and Social Support Relationshipsmentioning

confidence: 99%

Emergent achievement segregation in freshmen learning community networks

et al. 2017

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A common assumption about Freshmen Learning Communities (FLCs) is that academic relationships contribute to students' success. This study investigates how students in learning communities connect with fellow students for friendship and academic support. Longitudinal social network data across the first year, collected from 95 Dutch students in eight FLCs, measure both social and academic relational choices within and beyond the FLCs. Using stochastic actor-based models, the study tests two competing hypotheses. The alignment hypothesis states that students connect with their similar-achieving friends for both academic and social support, leading to an alignment of both types of networks over time. In contrast, the duality hypothesis states dissimilarity between academic support networks and friendship networks: Institute for Analytical Sociology, Linköping University, Kopparhammaren 2 Norra Grytsgatan 10, 601 74 Norrköping, Sweden students should connect with better-achieving fellow students for academic support and to more similar peers for friendship. The data support the alignment hypothesis but not the duality hypothesis; in addition, they show evidence of achievement segregation in FLCs: the higher the students' achievement level, the more they connect with other students for both academic support and friendship, relating in particular to peers with a similarly high achievement level. The results suggest that lower-achieving students are excluded from the support provided by higherachieving students and instead ask similar lower achievers for support. They thus cannot benefit optimally from the academic integration FLC offer. The article concludes with recommendations of how to support students in an FLC so that they can reach optimal achievement potential.

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Section: Academic and Social Support Relationshipsmentioning

confidence: 99%

Emergent achievement segregation in freshmen learning community networks

et al. 2017

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“…With the increasing presence of features of social networking sites such as following and friending in online support forums, scholars have shifted attention to the networking aspects of social support online (e.g., Cobb, Jacobs, Saul, Wileyto, & Graham, 2014;Zhu, Woo, Porter, & Brzezinski, 2013). Guided by the sociological approach to studying social support (Burleson & MacGeorge, 2002), these studies have viewed social support as generated from social networks and social integration.…”

Section: Online Support Forums As Networkmentioning

confidence: 99%

You Get What You Give: Understanding Reply Reciprocity and Social Capital in Online Health Support Forums

Pan

Shen

Feng

2016

Journal of Health Communication

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Adopting a social network analysis approach, the present study examined social capital and network dynamics of online support seeking and support provision in a depression forum. We constructed a depression forum network by mapping out all of the users and the reply ties among them. The findings showed a consistently reciprocal pattern between users' replies sent to others and replies received from others. Forum users' bridging social capital was positively associated with the source diversity of their received replies and negatively associated with the average length of their received replies. Furthermore, forum users' bonding social capital was positively associated with the average length of their received replies and negatively associated with the source diversity of their received replies.

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“…Such a "bottom-up inference" may be of considerable interest to communication scholars, yet because the MLM framework cannot accommodate the upper level dependent variable, some researchers instead rely on the aggregation of the lower-level information to create a summary measure defined at the upper-level. Such an analytical technique may be justified by a strong theoretical argument, and by analytical needs in particular, when standard mediation framework is required (e.g., Zhu, Woo, Porter, & Brzenzinski, 2013). However, one should bear in mind that such aggregation into a higher unit (e.g., deriving a single summary measure) is a considerable loss of information (Raudenbush & Bryk, 2002;Snijders & Bosker, 2012).…”

Section: Egocentric Network Data and Traditional Mlm Frameworkmentioning

confidence: 99%

A Primer on Multilevel Mediation Models for Egocentric Social Network Data

Song

2017

Communication Methods and Measures

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Pathways to happiness: From personality to social networks and perceived support

Cited by 176 publications

References 97 publications

Emergent achievement segregation in freshmen learning community networks

Emergent achievement segregation in freshmen learning community networks

You Get What You Give: Understanding Reply Reciprocity and Social Capital in Online Health Support Forums

A Primer on Multilevel Mediation Models for Egocentric Social Network Data

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