School-wide friendship metadata correlations

dc.authorscopusid 8873732700
dc.authorscopusid 56649376300
dc.contributor.author Aydın, Mehmet Nafiz
dc.contributor.author Perdahci,Z.N.
dc.contributor.other Management Information Systems
dc.date.accessioned 2024-10-15T19:42:01Z
dc.date.available 2024-10-15T19:42:01Z
dc.date.issued 2019
dc.department Kadir Has University en_US
dc.department-temp Aydin 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, Turkey en_US
dc.description.abstract Managers 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 Ltd en_US
dc.description.sponsorship Kadir Has University, (2018-BAP-14); Mimar Sinan Fine Arts University, (2018-09) en_US
dc.identifier.citationcount 1
dc.identifier.doi 10.1016/j.compedu.2018.11.001
dc.identifier.endpage 173 en_US
dc.identifier.issn 0360-1315
dc.identifier.scopus 2-s2.0-85056777841
dc.identifier.scopusquality Q1
dc.identifier.startpage 159 en_US
dc.identifier.uri https://doi.org/10.1016/j.compedu.2018.11.001
dc.identifier.uri https://hdl.handle.net/20.500.12469/6507
dc.identifier.volume 129 en_US
dc.identifier.wosquality Q1
dc.language.iso en en_US
dc.publisher Elsevier Ltd en_US
dc.relation.ispartof Computers and Education en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.scopus.citedbyCount 1
dc.subject Gender studies en_US
dc.subject Interdisciplinary projects en_US
dc.subject Secondary education en_US
dc.title School-wide friendship metadata correlations en_US
dc.type Article en_US
dspace.entity.type Publication
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