یک بررسی منظم در مورد حمایت اجتماعی و موفقیت تحصیلی در آموزش عالی
ترجمه نشده

یک بررسی منظم در مورد حمایت اجتماعی و موفقیت تحصیلی در آموزش عالی

عنوان فارسی 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
مجله/کنفرانس: بررسی تحقیقات آموزشی - Educational Research Review
رشته های تحصیلی مرتبط: علوم تربیتی، علوم اجتماعی
گرایش های تحصیلی مرتبط: پژوهشگری اجتماعی، مدیریت و برنامه ریزی آموزشی، تکنولوژی آموزشی
کلمات کلیدی فارسی: 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
نوع نگارش مقاله: مقاله مروری (Review Article)
نمایه: Scopus - Master Journals List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.edurev.2019.100307
دانشگاه: INCHER-Kassel, University of Kassel, Mönchebergstr.17, 34109, Kassel, Germany
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2020
ایمپکت فاکتور: 7/188 در سال 2019
شاخص H_index: 51 در سال 2020
شاخص SJR: 2/827 در سال 2019
شناسه ISSN: 1747-938X
شاخص Quartile (چارک): Q1 در سال 2019
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 24
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
آیا این مقاله مدل مفهومی دارد: ندارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: دارد
کد محصول: E14361
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Abstract


1- Introduction


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


3- Method


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


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


6- Conclusion and discussion


References

نمونه متن انگلیسی 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 25–34 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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