Details
| Original language | English |
|---|---|
| Pages (from-to) | 98-107 |
| Number of pages | 10 |
| Journal | Learning and Individual Differences |
| Volume | 62 |
| Early online date | 22 Feb 2018 |
| Publication status | Published - Feb 2018 |
| Externally published | Yes |
Abstract
Combining complete social networks and structural equation modeling, we investigate how two learning-related cognitions, academic self-efficacy and growth mindsets, relate to integration in support networks of 580 university students in 30 seminar groups. We assessed integration as popularity in academic support networks (being an academic helper and collaborator) and in social support networks (being a friend and resource for sharing personal difficulties). Perceived integration in both networks was measured with self-reports, whereas actual integration in both networks was measured with sociometric peer-reports. Structural equation modeling showed that students who were initially more integrated in academic support networks became more integrated in social support networks over time, but not vice versa. Students with higher academic self-efficacy perceived themselves to be an academic resource for others, which in turn enhanced peer-reported academic integration. Academic self-efficacy was related to growth mindsets and growth mindsets were related to actual integration in academic support networks.
Keywords
- Growth mindsets, Higher education, Peer networks, Self-efficacy, Self-perceived integration
ASJC Scopus subject areas
- Psychology(all)
- Social Psychology
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
Cite this
- Standard
- Harvard
- Apa
- Vancouver
- BibTeX
- RIS
In: Learning and Individual Differences, Vol. 62, 02.2018, p. 98-107.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks
AU - Zander, Lysann
AU - Brouwer, Jasperina
AU - Jansen, Ellen
AU - Crayen, Claudia
AU - Hannover, Bettina
N1 - Publisher Copyright: © 2018 Elsevier Inc.
PY - 2018/2
Y1 - 2018/2
N2 - Combining complete social networks and structural equation modeling, we investigate how two learning-related cognitions, academic self-efficacy and growth mindsets, relate to integration in support networks of 580 university students in 30 seminar groups. We assessed integration as popularity in academic support networks (being an academic helper and collaborator) and in social support networks (being a friend and resource for sharing personal difficulties). Perceived integration in both networks was measured with self-reports, whereas actual integration in both networks was measured with sociometric peer-reports. Structural equation modeling showed that students who were initially more integrated in academic support networks became more integrated in social support networks over time, but not vice versa. Students with higher academic self-efficacy perceived themselves to be an academic resource for others, which in turn enhanced peer-reported academic integration. Academic self-efficacy was related to growth mindsets and growth mindsets were related to actual integration in academic support networks.
AB - Combining complete social networks and structural equation modeling, we investigate how two learning-related cognitions, academic self-efficacy and growth mindsets, relate to integration in support networks of 580 university students in 30 seminar groups. We assessed integration as popularity in academic support networks (being an academic helper and collaborator) and in social support networks (being a friend and resource for sharing personal difficulties). Perceived integration in both networks was measured with self-reports, whereas actual integration in both networks was measured with sociometric peer-reports. Structural equation modeling showed that students who were initially more integrated in academic support networks became more integrated in social support networks over time, but not vice versa. Students with higher academic self-efficacy perceived themselves to be an academic resource for others, which in turn enhanced peer-reported academic integration. Academic self-efficacy was related to growth mindsets and growth mindsets were related to actual integration in academic support networks.
KW - Growth mindsets
KW - Higher education
KW - Peer networks
KW - Self-efficacy
KW - Self-perceived integration
UR - http://www.scopus.com/inward/record.url?scp=85041621529&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2018.01.012
DO - 10.1016/j.lindif.2018.01.012
M3 - Article
AN - SCOPUS:85041621529
VL - 62
SP - 98
EP - 107
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
ER -