Social connectedness and the use of social resources in the initial phases of undergraduate studies

本科学习初期的社会联系和社会资源的使用

基本信息

项目摘要

This project focusses on the relevance of social factors for academic success in the initial phases of undergraduate studies in science and technology. To develop a complete model for predicting academic success in order to deduce concrete measures for supporting students, the project takes emotional/motivational and knowledge-related effects of social connectedness into account. Study 1 investigates the relation of social factors and academic success of chemistry and civil engineering students based on how students use social resources for emotional/motivational and knowledge-related support. Besides social connectedness, further variables are considered that are related to socio-emotional/socio-motivational aspects, such as need to belong and to socio-cognitive aspects, such as knowledge about other students (group awareness). Study 2 explores the social connectedness of chemistry students by looking at specific relationships between students using social network analysis. This method enables the identification of interrelations between a student’s social network and individual variables, focusing on the co-evolution of the social network and emotional/motivational variables. Furthermore, this study tests relations between social connectedness and group awareness as knowledge about specific peers. Study 3 tests experimentally whether group awareness support implemented in an online learning platform fosters students’ use of social resources to gain knowledge. Specifically, we will observe whether chemistry students are supported in identifying peers who can help them to overcome academic struggles. We expect that this measure of support can compensate for any group awareness deficits that students might have in the first part of their undergraduate studies due to low social connectedness in the new social environment. All three studies consider gender differences. Thus, this project investigates relations and effects of significant social variables and academic success that enhance existing research insights in this field and complement the conceptual framework of the research unit ALSTER. Furthermore, it builds the foundations for practical measures to support students in overcoming the problems that may arise from a lack of social connectedness during the initial phases of their undergraduate studies and thus potentially leading to increased academic success.
该项目的重点是在科学和技术本科学习的初始阶段的学术成功的社会因素的相关性。为了开发一个预测学业成功的完整模型,以便推出支持学生的具体措施,该项目考虑到了社会联系的情感/动机和知识相关影响。研究1探讨了社会因素与化学和土木工程专业学生学业成功的关系,基于学生如何利用社会资源进行情感/动机和知识相关的支持。除了社会联系之外,还考虑了与社会情感/社会动机方面有关的其他变量,例如归属需要和社会认知方面,例如对其他学生的了解(群体意识)。研究2探讨了化学专业学生的社会联系,通过使用社会网络分析学生之间的具体关系。这种方法能够识别学生的社会网络和个人变量之间的相互关系,专注于社会网络和情感/动机变量的共同演变。此外,本研究测试之间的关系,社会联系和群体意识的知识,具体的同行。研究3通过实验测试了在线学习平台中实施的群体意识支持是否促进了学生利用社会资源获得知识。具体来说,我们将观察化学学生是否支持确定同行谁可以帮助他们克服学术斗争。我们希望这种支持措施可以弥补学生在本科学习的第一部分由于新的社会环境中社会联系较低而可能出现的任何群体意识缺陷。这三项研究都考虑了性别差异。因此,该项目调查了重要的社会变量和学术成就的关系和影响,增强了该领域现有的研究见解,并补充了研究单位ALSTER的概念框架。此外,它还为采取实际措施奠定了基础,以支持学生克服在本科学习的初始阶段因缺乏社会联系而可能出现的问题,从而可能导致学术上的成功。

项目成果

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Professor Dr. Daniel Bodemer其他文献

Professor Dr. Daniel Bodemer的其他文献

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{{ truncateString('Professor Dr. Daniel Bodemer', 18)}}的其他基金

Unterstützung kooperativen multimedialen Lernens: Wirkmechanismen der Darstellung wissensbezogener Informationen über Lernpartner
支持多媒体合作学习:通过学习伙伴呈现知识相关信息的机制
  • 批准号:
    200204150
  • 财政年份:
    2011
  • 资助金额:
    --
  • 项目类别:
    Research Grants

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