This study raises an understanding of social network relationships among students and especially, how these ties affect the students’ learning achievements positively by creating social capital in designated networks. The thesis investigates the concept and measurement of social capital in university settings by applying a literature review.
Thus, this study analyses the present and past literature by a systematic literature search and suggesting a model that connects students’ backgrounds, social capital at university and students’ learning achievements.
Finally, results are presented and discussed, which show that all three dimensions of social capital influence students learning achievements in higher educational settings. However, not all specific components influence the different variables in the same manner and some have no influence. Furthermore, recommendations and directions for further research are provided. In sum, the study finds that a student’s social capital, generated from his or her social relations with parents, teachers and other peers, has a significant influence on the learning achievements.
Table of Contents
1 Introduction to the topic
1.1 Relevance of the topic
1.2 Research objectives and structure of the thesis
2 Conceptual framework
2.1 Social capital
2.2 Learning achievements
3 Methodology
3.1 Initial and pilot study
3.2 Categorisation of the literature and literature review
4 The influence of social networks on students’ learning achievements
4.1 Network composition
4.2 Components of social capital
4.2.1 Structural dimension of social capital
4.2.2 Relational dimension of social capital
4.2.3 Resource-based dimension of social capital
4.3 Moderators and mediators of social capital and learning achievements
4.4 Contingencies of social capital
4.5 Discussion of the findings
5 Recommendations for practice
6 Conclusion and future research
Research Objectives and Themes
This thesis examines the influence of social networks on student learning achievements in higher education. It identifies how social capital, developed through various network types, impacts academic success and provides recommendations for educational institutions and practitioners to optimize these influences.
- Impact of network composition and social capital on student performance.
- Theoretical and empirical analysis of social capital dimensions (structural, relational, resource-based).
- Identification of moderators and mediators in the relationship between social networks and learning success.
- Analysis of contingencies and situational factors influencing network dynamics.
- Development of practice-oriented recommendations for academic and organizational settings.
Excerpt from the Book
1.1 Relevance of the topic
“[C]onnections are grounded in the history of a market. Certain people have met frequently. Certain people have sought out specific others. Certain people have completed exchanges with one another” (Burt 2000, p. 348).
The previous quote emphasises that connectedness is an important part of humans’ everyday life. People interact with other people over time and form a set of actors with defined relations – social networks (cf. Wasserman/Faust 1994, p. 20). Network research is a relatively new area of science (cf. Stegbauer 2010, p. 11) and gained a research boom during the last decades (cf. Brandes et al. 2013, p. 12). There is no social science discipline, where network perspective is not discussed: On the one hand, the 1970s and ‘80s were shaped through more social network analysis techniques, whereas the 1990s on the other hand, beard a higher theoretical interest in social networks. This can be ascribed to the fact that social network analyses create a new sociological aspect on social settings, compared to classic approaches like the actor view (cf. Stegbauer/Häußling 2010, p. 13).
Chapter Summaries
1 Introduction to the topic: This chapter highlights the significance of social capital and networks in educational and organizational settings, establishing the foundational research questions.
2 Conceptual framework: This chapter defines the core concepts of social capital and learning achievements, providing the theoretical basis for the study.
3 Methodology: This chapter details the systematic approach used to identify and select relevant literature for the study.
4 The influence of social networks on students’ learning achievements: This central chapter analyzes how different types of social networks, their dimensions, and mediators affect students' academic outcomes.
5 Recommendations for practice: This chapter offers practical guidance for academic institutions, teachers, and business organizations to foster beneficial social networks.
6 Conclusion and future research: This final chapter synthesizes the main findings and suggests directions for future academic inquiry.
Keywords
Social capital, social networks, learning achievements, student success, higher education, structural dimension, relational dimension, resource-based dimension, network composition, academic persistence, peer influence, student satisfaction, university retention, motivation, habitus.
Frequently Asked Questions
What is the primary focus of this work?
The study investigates how social network relationships among students influence their learning achievements through the generation of social capital in university settings.
What are the central themes of the research?
The work focuses on network composition, the structural, relational, and resource-based dimensions of social capital, and the role of moderators, mediators, and contingencies in academic success.
What is the core research objective?
The primary aim is to determine if and how social networks affect students' learning achievements and to provide evidence-based recommendations for practice.
Which methodology does the author employ?
The author conducts a systematic literature review, analyzing existing studies published between 1990 and 2015 to construct a comprehensive framework of social capital in higher education.
What does the main part of the thesis cover?
The main part analyzes various network types (e.g., family, peer, friendship), the three dimensions of social capital, and how these factors specifically impact indicators like GPA, satisfaction, and persistence.
What key terms define this research?
Key terms include social capital, social networks, learning achievements, student persistence, and various network metrics such as structural closure, centrality, and weak ties.
How does structural closure affect students?
Structural closure in a network, characterized by dense, homogenous relations, is expected to facilitate students' chances of graduating by allowing for better coordination and predictable behaviors.
What role does motivation play in the framework?
Motivation acts as a mediator, confirming that the engagement and drive of students in educational processes are positively correlated with their academic achievements.
- Arbeit zitieren
- M.Sc. Sabrina Zawadzky (Autor:in), 2016, The influence of social networks on students' learning achievements, München, GRIN Verlag, https://www.grin.com/document/432498
