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Education Sciences
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Mixed-Methods Perspectives on Social Networks in Education Research
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Mixed-Methods Perspectives on Social Networks in Education Research

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 May 2022) | Viewed by 5634

Special Issue Editor

Dr. Dominik Froehlich

E-Mail Website
Guest Editor
Center for Teacher Education and Department of Education, University of Vienna, 1090 Vienna, Austria
Interests: employability; informal learning; social learning; human resource development; career development; academic career development; social capital; psychological capital; occupational future time perspective; social network analysis; mixed-methods research

Special Issue Information

Research in education and learning has recently adopted more and more relational and structural perspectives (e.g., Daly, 2010). But the resulting increase in mono-method, quantitative social network analysis has been criticized for bringing a very limited understanding of the nature of such networks (Domínguez & Hollstein, 2014; D. E. Froehlich, Rehm, et al., 2020). Mixed-method approaches to studying educational networks (see D. E. Froehlich, Van Waes, et al., 2020 for a recent review) provide a promising framework for studying relational and structural phenomena in educational research. However, many open questions also exist.

This Special Issue focuses on novel perspectives on social networks in education research through the lens of mixed-methods (Johnson & Onwuegbuzie, 2004), in general, and mixed-method social network analysis (D. E. Froehlich, Rehm, et al., 2020), in particular. The Special Issue invites submissions of reviews, research papers, and methodological discussions useful to advance mixed-methods perspectives on social networks in education research.

Dr. Dominik Froehlich
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • social network analysis
  • mixed methods
  • student networks
  • teacher networks
  • learning
  • education
  • instruction

Published Papers (2 papers)

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Research

22 pages, 4208 KiB  
Article
Mixed Methods in Analysis of Aggressiveness and Attractiveness: Understanding PE Class Social Networks with Content Analysis
by Maria Litsa and Alexandra Bekiari
Educ. Sci. 2022, 12(5), 348; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12050348 - 17 May 2022
Cited by 1 | Viewed by 1519
Abstract
The aim of this study is to detect and analyze the relationship between verbal aggressiveness and interpersonal attractiveness using four secondary-school PE classes in central Greece (88 nodes). Content analysis of open-ended questions, social network analysis, Spearman test and PCA have been implemented. [...] Read more.
The aim of this study is to detect and analyze the relationship between verbal aggressiveness and interpersonal attractiveness using four secondary-school PE classes in central Greece (88 nodes). Content analysis of open-ended questions, social network analysis, Spearman test and PCA have been implemented. Main results: scientific and social attractiveness are interrelated with a subsequent emergence of power structures and negatively related to verbal aggressiveness. Targets of verbal aggressiveness receive aggressiveness consisting of hurt, irony, rudeness and threat. The general grade and students’ tendency for distinction are positively related to attractiveness and negatively related to verbal aggressiveness. Types of targets of interpersonal attractiveness are proposed (“the untargeted powerful” and “the targeted powerful”). Full article
(This article belongs to the Special Issue Mixed-Methods Perspectives on Social Networks in Education Research)
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24 pages, 2023 KiB  
Article
Cohort-Based Education and Other Factors Related to Student Peer Relationships: A Mixed Methods Social Network Analysis
by Rebecca L. Mauldin, Liza Barros-Lane, Zachary Tarbet, Kayo Fujimoto and Sarah C. Narendorf
Educ. Sci. 2022, 12(3), 205; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12030205 - 13 Mar 2022
Cited by 3 | Viewed by 2917
Abstract
Graduate students face a variety of stressors that relate to poor academic performance, lower completion rates, and high rates of depressive symptoms, anxiety, and stress. Student peers provide supports for coping with these stressors and succeeding academically. However, graduate students may find it [...] Read more.
Graduate students face a variety of stressors that relate to poor academic performance, lower completion rates, and high rates of depressive symptoms, anxiety, and stress. Student peers provide supports for coping with these stressors and succeeding academically. However, graduate students may find it difficult to form relationships with their peers. This mixed method social network analysis (MMSNA) examines graduate student perceptions of their peer relationships and the factors associated with peer friendships in a program that placed students in cohorts for the first semester of a two-year Master of Social Work program. Findings from three student focus groups include four main themes related to the cohort system and the tendency for students to gravitate to others who were similar to them (i.e., homophily). Focus group findings informed model specification for a curved exponential family model of student friendships at the end of the third semester of the program (N = 70) that identified correlates of student friendships including statistically significant direct and homophily effects for age, gender, and race/ethnicity. First-semester relationships and shared classes in subsequent semesters also increased the likelihood of friendships in the third semester. Findings emphasize the value of cohorts and a diverse student body for peer relationships. Full article
(This article belongs to the Special Issue Mixed-Methods Perspectives on Social Networks in Education Research)
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