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Societies 2018, 8(3), 68; https://doi.org/10.3390/soc8030068

A Social Network Analysis of the Impact of a Teacher and Student Community on Academic Motivation in a Science Classroom

1
Department of Psychology, University of Louisiana at Lafayette, Lafayette, LA 70504, USA
2
Department of Curriculum and Instruction, University of Louisiana at Lafayette, Lafayette, LA 70504, USA
*
Author to whom correspondence should be addressed.
Received: 31 July 2018 / Revised: 20 August 2018 / Accepted: 21 August 2018 / Published: 23 August 2018
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Abstract

(1) Background: The Teacher and student community plays an important role in students’ academic development. Previous studies showed that students’ academic success is influenced by their social relations in school. This study extended to use a mix of social network analysis and survey methodology to understand how eighth-grade students’ network and perceived teacher’s support relate to their academic motivation. (2) Methods: A total of 95 eighth graders with the same teacher in a middle school in the southeastern United States were recruited. (3) Results: Results showed that the number of friendship nominations received (i.e., in-degree), degree centrality and betweenness centrality significantly correlated with higher academic motivation. In addition, a regression model analysis showed that perceived teacher’s support, together with more friendship nominations, predicted higher academic motivation. View Full-Text
Keywords: academic motivation; social network analysis; school community; teacher-student relations academic motivation; social network analysis; school community; teacher-student relations
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Li, M.; Stone, H.N. A Social Network Analysis of the Impact of a Teacher and Student Community on Academic Motivation in a Science Classroom. Societies 2018, 8, 68.

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