The Constructive Overlap: A Study of Multiplex Ties in Students’ Study-Related Networks and Academic Performance

Abstract

This article adds to a growing body of literature on how various types of social relations can work synergistically to promote students' academic success. Students’ study-related social networks affect academic outcome in higher education. The network literature in education generally explores students’ various relations separately, rather than their multiplex relations or when individuals share several relations. This approach risks missing the full complexity of the student experience. The aim of the present study is to add to the discussion on student social networks and attainment in higher education by further exploring multiplex relations maintained in a specific study program, in which a large share of students in the cohort commute. A survey was distributed to students in one cohort (n = 146). The findings revealed that, in this cohort, students’ friendship, working and learning networks overlap substantially, and that centrality in the friendship and in the student multiplex networks was positively and significantly related to academic outcome, whereas centrality in the working and learning networks was not. Points for future research are suggested, and practical implications for those supporting student learning in higher education are discussed.

“It has worked well despite the circumstances” – a study on student social relations and well-being during the pandemic

“…The most stable and resilient ties are those that are multiplex, that is consisting of individuals that are both friends and study partners. In this study, students report that the working network is the most important network for both well-being and outcome of studies, which is consistent with other studies (Fjelkner-Pihl, 2021), but in contrasts to yet other studies claiming that centrality in friendship networks is the most important factor in relation to study outcome (e.g., Rienties & Tempelaar, 2018).…”

“…Students often share several types of relations, and these multiplex relations are rewarding for students as they are both expressive and instrumental at the same time as they contribute with both emotional and instrumental support, as well as intellectual engagement and inspiration (Fjelkner-Pihl, 2021;McCabe, 2016). Elmer et al (2020) have shown that if students shared two types of relations (interaction, friendship, informational, or emotional support) the relations were more likely to be maintained during the pandemic.…”

“…Students' study related networks are important for their learning (e.g., Eggens et al, 2007;Fjelkner-Pihl, 2021;McCabe, 2016). It has been emphasized that students tend to rely on "a myriad of emerging interactions and relations that will shape how students may or may not learn" (Esterhazy, 2019, p. 73), fulfilling a formative function for students (Hattie, 2008;William, 2011).…”

Social tie formation of COVID-19 students: evidence from a two-cohort longitudinal study

“…Social networks in higher education have been found to have a dual connection, as they are both connected to study relationships (instrumental) and friendship (support) (Fjelkner-Pihl, 2022b ; McCabe, 2016 ). The distinction between these is however not always clear as research has shown that friendship ties that evolve into study relationships have been found to be particularly important for students’ success (Stadtfeld et al, 2019 ).…”

“…The distinction between these is however not always clear as research has shown that friendship ties that evolve into study relationships have been found to be particularly important for students’ success (Stadtfeld et al, 2019 ). Research on complex social ties that cover both friendship as well as connections related to studies further indicate that they often overlap (Fjelkner-Pihl, 2022a , 2022b ; McCabe, 2016 ). McCabe ( 2016 ) finds that students’ social networks differ in that some students have a tight network, where the connections are both related to study and friendship, whereas other students compartmentalize these connections or even “sampled” them in individual connections.…”