The development of peer networks and academic performance in learning communities in higher education |
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| Institution: | 1. Educational Sciences, Faculty Behavioural and Social Sciences, University of Groningen, the Netherlands;2. Department of Sociology / Interuniversity Center for Social Science Theory and Methodology (ICS), Faculty Behavioural and Social Sciences, University of Groningen, Grote Rozenstraat 31, 9712 TG, Groningen, the Netherlands;3. Teacher Education, Faculty Behavioural and Social Sciences, University of Groningen, Grote Kruisstraat 2/1, 9712TS, Groningen, the Netherlands;4. Institute for Analytical Sociology, Linköping University, Kopparhammaren 7, Kungsgatan 56, 601 74, Norrköping, Sweden |
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| Abstract: | In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance. |
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| Keywords: | Influence Selection Learning communities Performance Social networks University students |
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