School-wide friendship metadata correlations

dc.authorscopusid8873732700
dc.authorscopusid56649376300
dc.contributor.authorAydın, Mehmet Nafiz
dc.contributor.authorPerdahci,Z.N.
dc.date.accessioned2024-10-15T19:42:01Z
dc.date.available2024-10-15T19:42:01Z
dc.date.issued2019
dc.departmentKadir Has Universityen_US
dc.department-tempAydin M.N., Kadir Has Üniversitesi, Yönetim Bilişim Sistemleri Böl, Cibali, Istanbul, 34083, Turkey; Perdahci Z.N., Mimar Sinan Güzel Sanatlar Üniversitesi, Enformatik Böl, Cumhuriyet Mah. Silahşör Cad. No:89 Bomonti, Istanbul, 34380, Turkeyen_US
dc.description.abstractManagers and education practitioners desire to know an extent to which sustainable school-wide friendship exists. Drawing on theory of network, this research focuses on bestfriendships that may contribute to positive school experience or school belonging in the context of school-wide interactions. We emphasize that school-wide unity is essential to refer to shared perceived friendship experience at the school level. The basic trust of this study is that managers should consider interconnectedness as a complex system of entangled interactions among students. We investigate best friendship network on the meso-to-macro scale. Particular attention is paid to the network phenomena of the largest component and network correlations for examining school-wide unity. The results show that abundance of asymmetric friendships leads to unity around school wide interactions. As suggested by network theory, popular students’ tendency to avoid forming closed clusters assures sustainability in school-wide friendships, and having same gender type or being classmates correlate highly with the choice of best friends, in contrast to achievement scores. Metadata correlations reveal same-gender and same-class clubs. Incorporating meso level findings into macro level indicates that some metadata (e.g. gender) may be considered as salient characteristics of the communities while other metadata (e.g. achievement scores) may be irrelevant. © 2018 Elsevier Ltden_US
dc.description.sponsorshipKadir Has University, (2018-BAP-14); Mimar Sinan Fine Arts University, (2018-09)en_US
dc.identifier.citation1
dc.identifier.doi10.1016/j.compedu.2018.11.001
dc.identifier.endpage173en_US
dc.identifier.issn0360-1315
dc.identifier.scopus2-s2.0-85056777841
dc.identifier.scopusqualityQ1
dc.identifier.startpage159en_US
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2018.11.001
dc.identifier.urihttps://hdl.handle.net/20.500.12469/6507
dc.identifier.volume129en_US
dc.identifier.wosqualityQ1
dc.language.isoenen_US
dc.publisherElsevier Ltden_US
dc.relation.ispartofComputers and Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectGender studiesen_US
dc.subjectInterdisciplinary projectsen_US
dc.subjectSecondary educationen_US
dc.titleSchool-wide friendship metadata correlationsen_US
dc.typeArticleen_US
dspace.entity.typePublication
relation.isAuthorOfPublicationa66a9279-fa0c-4915-816f-40c93cee4747
relation.isAuthorOfPublication.latestForDiscoverya66a9279-fa0c-4915-816f-40c93cee4747

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