The impact of social capital on self-efficacy and study success among first-year university students

Brouwer, Jasperina; Jansen, Ellen; Flache, Andreas; Hofman, W.H.A.

doi:10.1016/j.lindif.2016.09.016

Cited by 96 publications

(74 citation statements)

References 74 publications

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“…Lower-achieving students do not connect with advanced peers and have fewer connections that might be useful to improve their achievement. These results are consistent with our recent findings that high achievers benefit more from their friends for study success than low achievers (Brouwer et al 2016b). What makes lower achievers connect less with others when these connections would be quite useful?…”

Section: Discussionsupporting

confidence: 92%

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: Discussionsupporting

confidence: 92%

Emergent achievement segregation in freshmen learning community networks

et al. 2017

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“…This emphasizes the role of a student's context and personality traits in determining their experience. A 2016 study by Brouwer, Jansen, Flache, & Hofman (2016) indicated that two categories of social capital-peer capital (help seeking, collaboration, and fellow students' support) and faculty capital (mentor support)-contribute positively to study success among first year students. Self-efficacy, in particular, has been shown to be a predictor of academic success and may be a student characteristic through which the effects of social capital are mediated, as students enter university with beliefs about their ability to succeed (Bandura, 1977).…”

Section: Discussionmentioning

confidence: 99%

The Role of Integration in Understanding Differences in Satisfaction Among Chinese, Indian, and South Korean International Students

Merola

Coelen

Hofman

2019

Journal of Studies in International Education

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This study uses a quantitative approach drawing on data from the International Student Barometer (N = 5,242) to investigate the relationship between integration, nationality, and self-reported satisfaction among Chinese, Indian, and South Korean undergraduate international students studying in the United Kingdom, the United States, and Australia. Results indicate that nationalities vary significantly in satisfaction levels, with Indian students more satisfied than Chinese or South Korean students. Furthermore, integration is predictive of satisfaction, and academic integration has a greater impact on satisfaction than does social integration. Compellingly, academic and social integration help explain the association between nationality and satisfaction. This study demonstrates that academic and social integration partly accounts for differences in satisfaction among nationalities, opening avenues for future research with practical implications for universities. Keywordsglobalization and international higher education, internationalization of higher education, mobility of students and academic staff, strategic institutional management of internationalization, study abroad, internationalization of teaching, learning and research

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“…The learning community structure establishes an interactive, collaborative environment that helps students' transition to the university setting, by encouraging social interaction and building social capital (Brouwer, Jansen, Flache, & Hofman, 2016). Social capital can be defined as a person's access to and use of valuable resources (e.g., information, knowledge), obtained through social relations or networks, based on trust, social norms, and values that help him or her attain personal goals (Coleman, 1990;Lin, 1999;Putnam, 1995).…”

Section: Social Capital In Lcsmentioning

confidence: 99%

Beyond grades: developing knowledge sharing in learning communities as a graduate attribute

Brouwer

Jansen

2018

Higher Education Research & Development

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The ability to share knowledge is an important attribute that students develop in learning communities (LCs), enabling them to succeed in their education and careers. Insufficient research addresses the development of such knowledge sharing in LCs though, including whether it aligns with students' success (i.e., grades). To address this gap, the current study investigates various determinants of knowledge sharing and their effects on student success. Survey data from 183 psychology students measure altruism, trust, belongingness (community identification), perceived social interaction, and attitudes toward and expectations of the benefits of knowledge sharing. A path analysis shows that trust affects the expected personal and community benefits of knowledge sharing indirectly, through students' general attitudes toward knowledge sharing. Altruism, trust, and belongingness affect the personal benefits of knowledge sharing indirectly through social interaction. No significant relation emerges with first-year study success. Knowledge sharing as added attribute does not appear aligned with study success measured by individual course grades. ARTICLE HISTORY

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The impact of social capital on self-efficacy and study success among first-year university students

Cited by 96 publications

References 74 publications

Emergent achievement segregation in freshmen learning community networks

Emergent achievement segregation in freshmen learning community networks

The Role of Integration in Understanding Differences in Satisfaction Among Chinese, Indian, and South Korean International Students

Beyond grades: developing knowledge sharing in learning communities as a graduate attribute

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