The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline

Tomás‐Miquel, José‐Vicente; Expósito-Langa, Manuel; Nicolau-Juliá, Débora

doi:10.1007/s10734-015-9904-8

Cited by 50 publications

(54 citation statements)

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“…Social Interactions. There is a growing interest in the relationship between social interactions (especially online social interactions) and academic performance [3,[74][75][76][77][78][79][80][81][82][83][84][85][86][87][88][89][90][91][92]. In the relevant literature there exist two dominant approaches.…”

Section: Related Workmentioning

confidence: 99%

Academic performance and behavioral patterns

et al. 2018

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Identifying the factors that influence academic performance is an essential part of educational research. Previous studies have documented the importance of personality traits, class attendance, and social network structure. Because most of these analyses were based on a single behavioral aspect and/or small sample sizes, there is currently no quantification of the interplay of these factors. Here, we study the academic performance among a cohort of 538 undergraduate students forming a single, densely connected social network. Our work is based on data collected using smartphones, which the students used as their primary phones for two years. The availability of multi-channel data from a single population allows us to directly compare the explanatory power of individual and social characteristics. We find that the most informative indicators of performance are based on social ties and that network indicators result in better model performance than individual characteristics (including both personality and class attendance). We confirm earlier findings that class attendance is the most important predictor among individual characteristics. Finally, our results suggest the presence of strong homophily and/or peer effects among university students.

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Section: Related Workmentioning

confidence: 99%

Academic performance and behavioral patterns

et al. 2018

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“…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). In academic networks, relationships among students are characterized as study-related, task dependent, and associated with academic support (Nebus 2006;Tomás-Miquel et al 2015). These relations can make an important contribution to students' success (Gaševic et al 2013;Thomas 2000).…”

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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“…Existe una amplia bibliografía que explica cómo la relación entre los estudiantes puede influir en su proceso de aprendizaje (Tomás-Miquel, Nicolau-Juliá, & Expósito-Langa, 2016).…”

Section: Introductionunclassified

Diseño Y Validación De Un Cuestionario Sobre Práctica Docente Y Actitud Del Profesorado Universitario Hacia La Innovación (Cupain)

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et al. 2017

Educación XX1

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Cómo referenciar este artículo/How to reference this article:Santos Rego, M. A.; Jover Olmeda, G.; Naval, C.; Álvarez Castillo, J. L.; Vázquez Verdera, V. y Sotelino Losada, A. (2017). Diseño y validación de un cuestionario sobre práctica docente y actitud del profesorado universitario hacia la innovación (CUPAIN). Educación XX1, 20(2) escalas de evaluación, contrastadas a través de pruebas estadísticas, para el contexto de la enseñanza universitaria en España. Metodología: A fin de elaborar el modelo de medida se aplicaron tres escalas a 1903 profesoras y profesores de 6 universidades españolas: una escala de práctica docente (18 ítems), otra sobre compromiso social de la Universidad (9 ítems), y una tercera, sobre prácticas docentes innovadoras (11 ítems). Los datos obtenidos se sometieron a análisis factorial exploratorio y confirmatorio, además de realizar análisis de ítems y de consistencia interna de la escala. Resultados: La solución resultante ofreció en el caso de la práctica docente una escala final de 12 ítems, distribuidos en tres factores, con índices de ajuste satisfactorios: χ 2 / gl = 8.6; GFI =.96; CFI = .93; RMSEA = .064; SRMR = .039. La segunda de las escalas, unifactorial, con los 9 ítems iniciales, cuenta con una elevada consistencia interna. Y la tercera de las escalas distribuye sus 11 ítems en dos factores que muestran índices de ajuste satisfactorios: χ 2 / gl = 16.34; GFI =.93; CFI = .90; RMSEA = .090; SRMR = .049. Conclusión: Los resultados de los análisis factoriales realizados ofrecen una solución satisfactoria, tanto en la estructura factorial de las escalas como en los niveles de consistencia interna evaluados. Así, el modelo de medida propuesto integra las diversas aportaciones teóricas previas, y ofrece una escala complementaria que puede contribuir al avance de la investigación en ApS y, por extensión, en las Ciencias de la Educación. PALABRAS CLAVEPráctica docente; innovación; universidad; compromiso social; aprendizajeservicio. ABSTRACTIntroduction: The institutionalization of Service-Learning (SL) in Higher Education recommends first an analysis of professors' teaching culture and their attitude towards innovation. This study is aimed at providing an integrative theoretical model by developing three assessment scales, proven through statistical tests, in the context of higher education in Spain. Methodology: In order to elaborate the measurement model, three scales were applied to 1903 male and female teacher from 6 Spanish universities: a scale on teaching practice (18 items), another on social commitment at the University (9 items), and a third one on innovative teaching practices (11 items). The data obtained were subjected to an exploratory and confirmatory factorial analysis, in addition to the analysis of items and internal consistency of the scale. Results: The resulting solution in the case of the teaching practice provided a final scale of 12 items, organized into three factors, with satisfactory fit indices: χ 2 / gl = 8.6; GFI =.96; CFI =.93; RMSEA =.064; SRMR =.03...

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The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline

Abstract: Tomas Miquel, JV.; Expósito Langa, M.; Nicolau Juliá, D. (2016). The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline. Higher Education. 71(3):307-322.

Cited by 50 publications

References 43 publications

Academic performance and behavioral patterns

Academic performance and behavioral patterns

Emergent achievement segregation in freshmen learning community networks

Diseño Y Validación De Un Cuestionario Sobre Práctica Docente Y Actitud Del Profesorado Universitario Hacia La Innovación (Cupain)

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