مقاله انگلیسی رایگان در مورد شبکه های اجتماعی، سرمایه اجتماعی، حمایت اجتماعی و موفقیت تحصیلی در آموزش عالی – الزویر ۲۰۲۰

elsevier

 

مشخصات مقاله
ترجمه عنوان مقاله شبکه های اجتماعی، سرمایه اجتماعی، حمایت اجتماعی و موفقیت تحصیلی در آموزش عالی: یک بررسی منظم با تمرکز ویژه بر روی دانشجویان “کم حضور”
عنوان انگلیسی مقاله Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students
انتشار مقاله سال ۲۰۲۰
تعداد صفحات مقاله انگلیسی ۲۴ صفحه
هزینه دانلود مقاله انگلیسی رایگان میباشد.
پایگاه داده نشریه الزویر
نوع نگارش مقاله
مقاله مروری (Review Article)
مقاله بیس این مقاله بیس نمیباشد
نمایه (index) Scopus – Master Journals List – JCR
نوع مقاله ISI
فرمت مقاله انگلیسی  PDF
ایمپکت فاکتور(IF)
۷٫۱۸۸ در سال ۲۰۱۹
شاخص H_index ۵۱ در سال ۲۰۲۰
شاخص SJR ۲٫۸۲۷ در سال ۲۰۱۹
شناسه ISSN ۱۷۴۷-۹۳۸X
شاخص Quartile (چارک) Q1 در سال ۲۰۱۹
مدل مفهومی ندارد
پرسشنامه ندارد
متغیر دارد
رفرنس دارد
رشته های مرتبط علوم تربیتی، علوم اجتماعی
گرایش های مرتبط پژوهشگری اجتماعی، مدیریت و برنامه ریزی آموزشی، تکنولوژی آموزشی
نوع ارائه مقاله
ژورنال
مجله  بررسی تحقیقات آموزشی – Educational Research Review
دانشگاه INCHER-Kassel, University of Kassel, Mönchebergstr.17, 34109, Kassel, Germany
کلمات کلیدی سرمايه اجتماعي، شبکه هاي اجتماعي، حمايت اجتماعي، دانشجويان کم حضور، دانشجويان غير سنتي، موفقيت تحصيلي
کلمات کلیدی انگلیسی Social capital، Social networks، Social support، Underrepresented students، Non-traditional students، Academic success
شناسه دیجیتال – doi
https://doi.org/10.1016/j.edurev.2019.100307
کد محصول E14361
وضعیت ترجمه مقاله  ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید.
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فهرست مطالب مقاله:
Abstract

۱- Introduction

۲- Social networks, social capital, social support and higher education outcomes

۳- Method

۴- Description of the studies included in the review and major themes

۵- Relationship between social networks, social capital, social support and academic achievement in higher education

۶- Conclusion and discussion

References

بخشی از متن مقاله:

Abstract

Widening higher education participation has resulted in efforts directed towards increasing higher education access. However, inequality in higher education completion continues to exist. Social factors have been found to play an important role in academic achievement. Given the role of social factors, this article examines the academic outcomes of students from a social network, social capital, and social support perspective with a special focus on underrepresented groups in higher education. The article is based on a systematic review of literature where evidence shows that the networks of students including their family, ethnic and religious affiliations, friends, and faculty play a role in academic success. The article details a framework describing how network members of underrepresented groups complement each other with regard to resources offered and contribute to academic success.

Introduction

Widening higher education participation has gained increased political focus globally in recent years, resulting in efforts directed towards expanding higher education access (Marginson, 2016; Osborne, 2003). Indeed, these political reforms have resulted in an increase in the number and diversity of students entering higher education. For instance, in the last ten years, the enrolment of students aged 25–۳۴ years in tertiary education has increased in all OECD countries, with some countries e.g., Australia, Czech Republic, Greece, Iceland, Italy, the Netherlands, Switzerland even reporting an increase of over 10% (OECD, 2018). Furthermore, previously underrepresented groups such as students from low social background are now increasingly becoming a part of the higher education system. Nonetheless, disparities in education achievement continue to exist as increased participation within these groups alone cannot guarantee academic success (Crozier, Reay, Clayton, Collinader, & Grinstead, 2008; Marginson, 2016). It is observed that first-generation learners (Müller & Schneider, 2013; OECD, 2018), those with migration background (Ebert & Heublein, 2017) are still at-risk of dropping out of university without obtaining a degree. The achievement gap between students from high and low socio-economic backgrounds can be attributed partly to the differences in family’s resources vis-à-vis finances, academic guidance or information, parental involvement or language skills (Willingham, 2012). Alongside family members, the role of peers and support groups at university also influence academic outcomes. Hossler, Schmidt, and Vesper (1999) highlight the importance of peer support in improving understanding of course materials and clarifying difficult concepts (Gallop & Bastien, 2016). Peer support and networks also determine student’s integration and acceptance in higher education institutions which subsequently affects retention and success (Gallop & Bastien, 2016; Nagasawa & Wong, 1999).

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