The structure of psychosocial factors in academic success: A gaussian graphical model approach

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Social Psychology of Education Pub Date : 2024-04-23 DOI:10.1007/s11218-024-09917-z

Manyu Li, Taylar Johnson, Ayodeji Solomon Adegoke

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Abstract

Past research identified various psychosocial indicators of college students’ academic success. Using the affordance ecology framework, the present study explored the complex relations among different psychosocial indicators with a Bayesian Gaussian Graphical Model approach. Specifically, this study aims to uncover the general patterns of the psychosocial indicators, central variables, and the network centrality indices (network betweenness, closeness, and strength). The final sample consisted of 997 college students. Results showed that after accounting for the complex covariances of all indicators, sense of belonging, having the highest strength, was one of the most central factors in the network of psychosocial indicators and demonstrated a strong direct link to the rest of the psychosocial indicators. Variables relating to the family background and socioeconomic status, including perceived parental support, perceived family social status, and perceived personal financial situation, demonstrated high betweenness and closeness in the network. Implications for higher education research on the psychosocial experiences of students were discussed.

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学业成功的社会心理因素结构：高斯图模型方法

过去的研究发现了影响大学生学业成功的各种社会心理指标。本研究采用贝叶斯高斯图形模型方法，在承受力生态学框架下探讨了不同社会心理指标之间的复杂关系。具体来说，本研究旨在揭示社会心理指标、中心变量和网络中心性指数（网络间性、紧密性和强度）的一般模式。最终样本由 997 名大学生组成。结果显示，在考虑了所有指标的复杂协方差后，归属感的强度最高，是社会心理指标网络中最核心的因素之一，并与其他社会心理指标有很强的直接联系。与家庭背景和社会经济地位有关的变量，包括感知到的父母支持、感知到的家庭社会地位和感知到的个人经济状况，在网络中显示出较高的间距和紧密度。讨论了高等教育研究对学生社会心理体验的影响。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.