Impact of online social capital on academic performance: exploring the mediating role of online knowledge sharing

Salimi, Ghasem; Heidari, Elham; Mehrvarz, Mahboobe; Safavi, Ali Akbar

doi:10.1007/s10639-021-10881-w

Cited by 16 publications

(9 citation statements)

References 60 publications

(58 reference statements)

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“…This work on social capital in students has reported improvements in student performance, as supported by the data of our review, along with studies such as those of Salimi et al (2022) demonstrating that social and personal integrative benefits play a mediating role in the relationship between online social capital and academic performance.…”

Section: Findings and Discussionsupporting

confidence: 81%

Learning analytics for enhanced professional capital development: a systematic review

de La Hoz-Ruiz,

Khalil,

Domingo Segovia

et al. 2024

Front. Psychol.

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Background/MotivationThis article presents a systematic review aimed at examining the utilization of learning analytics (LA) to enhance teachers’ professional capital.AimThe study focuses on three primary research questions: (1) exploring the characteristics and approaches of LA in professional capital, (2) investigating suggestions from LA for assessing and improving professional capital, and (3) examining variables studied in enhancing the most intricate dimension of professional capital using LA.MethodologyTo address the research objectives, a systematic review was conducted focusing on the key concepts “learning analytics” and “professional capital.” Following the procedures outlined encompassed in four stages: identification, screening, inclusion, and adequacy. The PRISMA 2009 protocol guided the systematic review process.Principal findingsThe findings of the study underscore the efficacy of LA as a catalyst for improving professional capital, particularly through collaborative learning and the utilization of tools like forums and online learning platforms. Social capital emerges as a pivotal component in integrating diverse types of professional capital, fostering opportunities for knowledge creation and social networking.Conclusion/SignificanceIn conclusion, the study highlights the paramount significance of addressing teachers’ professional capital development through collaborative approaches and leveraging technology, particularly in primary education. The article concludes by emphasizing the imperative for more research and knowledge dissemination in this field, aiming to ensure equity in learning and address the challenges posed by the COVID−19 pandemic.

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Section: Findings and Discussionsupporting

confidence: 81%

Learning analytics for enhanced professional capital development: a systematic review

de La Hoz-Ruiz,

Khalil,

Domingo Segovia

et al. 2024

Front. Psychol.

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“…Students' communities with high social capital have more positive and efficient responses rather than low social capital. Prior studies found a strong correlation between social capital and trust, which influences their students' performance (Ahmed et al, 2020) and information exchange activity in social media (Junaidi et al, 2020;Noprisson et al, 2017;Salimi et al, 2022;Selvarajah and Ali, 2021). However, trust also has a crucial role in strengthening students' interaction, communication and information exchange (Koranteng et al, 2020;Wiafe et al, 2020).…”

Section: 53mentioning

confidence: 98%

The information sharing among students on social media: the role of social capital and trust

Muliadi

Muhammadiah

Amin

et al. 2022

VJIKMS

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Purpose This study aims to investigate how social capital (e.g. cognitive and relational) influences students’ trust (e.g. cognitive and affective) as mediator variables, affecting students’ information sharing activity on Facebook. Design/methodology/approach The sample consists of 398 valid participants obtained through an online survey and using structural equation modeling (SEM) to test the research hypotheses. Findings The empirical results indicate that social capital has significant and positive effects on students’ trust (e.g. cognitive and affective-based trust), also mediator variables. Furthermore, the mediator variables partially mediate social capital and information sharing based on the concept of cognition-affection-behavior (CAB). Research limitations/implications This study was limited to Indonesian students. Therefore, future study is needed to analyze across cultures and regions. It can help practitioners, regulators and researchers to observe the dynamic behavior on the impact of social capital on social media users’ activities. Practical implications Education stakeholders (e.g. lecturers and teachers) can identify the students’ goal and rational concerns to improve their social capital and trust to share information. The government as a regulator needs to support students’ activities on social media to provide updated information regarding economic and social conditions during and after the COVID-19 pandemic. Originality/value This study contributes to the literature on virtual communities. Specifically, it considers how social capital influences trust, which subsequently affects information sharing based on the CAB context among Indonesian student’ Facebook users.

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“…There are primarily two viewpoints on this connection. For instance, Salimi, Heidari, Mehrvarz, and Safavi (2022) discovered that student engagement and academic success had a significant and comparatively robust association. The engagement of students is advantageous to a school's financial health as well as its academic standing.…”

Section: Student Engagement and Students' Academic Achievementmentioning

confidence: 99%

Digital learning attributes and students’ academic achievement among Pakistani entrepreneurship students: Mediating role of student engagement

Aftab¹

2022

j. adv. res. s. sci. hum.

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Aim:The purpose of this study is to determine the relationship between student achievement and characteristics of digital learning among Pakistani entrepreneurship students, with the mediating role of student engagement. By integrating the theory of social learning and theory of planned behavior. Methodology: 450 students from Pakistani business and entrepreneurship schools completed a face-to-face questionnaire to examine the results. Findings: According to the findings of Structural Equation Modeling (SEM), digital competence influences student engagement in a positive way. The results also showed the association between digital competence, digital readiness, and e-learning attitude on the impact of students' academic achievement and the mediating role of student engagement among Pakistani business and entrepreneurship schools. Implications/Novel Contribution: The research model from the current study can be used to evaluate students from other schools in other countries to generalize the approach. More research might compare student engagement and performance to school officials and teachers' evaluations of students' e-learning attitudes in on-campus and virtual classes.

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Impact of online social capital on academic performance: exploring the mediating role of online knowledge sharing

Cited by 16 publications

References 60 publications

Learning analytics for enhanced professional capital development: a systematic review

Learning analytics for enhanced professional capital development: a systematic review

The information sharing among students on social media: the role of social capital and trust

Digital learning attributes and students’ academic achievement among Pakistani entrepreneurship students: Mediating role of student engagement

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