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Intuitively, personality traits may shape friendships differently from academic connections, potentially influencing social support development. Yet, this remains understudied, while it is crucial for student's wellbeing. Therefore, this study investigates how the personality traits of the Five-Factor Model interact with the role friendships and preferred collaboration relationships. In a sample of 95 university students, socio-centric data were collected with questionnaires on personality traits and longitudinally on networks of friendship and preferences for collaboration networks. Utilizing stochastic actor-oriented models in RSiena, we showed that students more open to new experiences established more friendships, preferred more collaborations with their peers, and were also more popular in both networks than students less open-to-new-experiences. Students scoring higher on agreeableness were less likely to connect to their peers in both networks, whereas higher-achieving students were more likely to establish peer relationships in both networks. Furthermore, friends were preferred for collaboration (and vice versa), indicating an overlap. This study points to the importance of personality traits and achievement when students integrate into their social and academic environment. [ABSTRACT FROM AUTHOR]

Community energy initiatives are set up by volunteers in local communities to promote sustainable energy behaviors and help to facilitate a sustainable energy transition. A key question is what motivates people to be involved in such initiatives. We propose that next to a stronger personal motivation for sustainable energy, people’s perception that their community is motivated to engage in sustainable energy and their involvement in the community (i.e., community identification and interpersonal contact) may affect their initiative involvement. We tested this proposition with a questionnaire study among inhabitants of seven local communities (N = 439). Results suggested that community factors are uniquely related to initiative involvement (willingness to actively participate and attendance of an initiative meeting) next to personal sustainable energy motivations. In particular, stronger community identification and more interpersonal contact with other community members increased the likelihood that people become involved in a community initiative, but the perception of the sustainable energy motivation of one’s community was not uniquely related to initiative involvement. We discuss theoretical and practical implications of these findings.

A common assumption about Freshmen Learning Communities (FLCs) is that academic relationships contribute to students' success. This study investigates how students in learning communities connect with fellow students for friendship and academic support. Longitudinal social network data across the first year, collected from 95 Dutch students in eight FLCs, measure both social and academic relational choices within and beyond the FLCs. Using stochastic actor-based models, the study tests two competing hypotheses. The alignment hypothesis states that students connect with their similar-achieving friends for both academic and social support, leading to an alignment of both types of networks over time. In contrast, the duality hypothesis states dissimilarity between academic support networks and friendship networks: students should connect with better-achieving fellow students for academic support and to more similar peers for friendship. The data support the alignment hypothesis but not the duality hypothesis; in addition, they show evidence of achievement segregation in FLCs: the higher the students' achievement level, the more they connect with other students for both academic support and friendship, relating in particular to peers with a similarly high achievement level. The results suggest that lower-achieving students are excluded from the support provided by higher-achieving students and instead ask similar lower achievers for support. They thus cannot benefit optimally from the academic integration FLC offer. The article concludes with recommendations of how to support students in an FLC so that they can reach optimal achievement potential.

Formal models of status construction theory suggest that beliefs about the relative social worth and competence of members of different social groups can emerge from face-to-face interactions in task-focused groups and eventually become consensual in large populations. We propose two extensions of earlier models. First, we incorporate the microlevel behavioral assumption of status construction theory that people can become resistant to belief change when a belief appears consensual in their local social environment. Second, we integrate the insight that the macro-level social structure of face-to-face interactions in large populations often is a clustered network structure. Computational experiments identify an outcome that was not anticipated by earlier formalizations. The combination of network clustering at the macrolevel and resistance to belief change at the microlevel can constrain the diffusion of status beliefs and generate regional variation in status beliefs. Further experiments identify conditions under which this outcome obtains.

Two theoretical approaches underlie this investigation of the determinants of early study success among first-year university students. Specifically, to extend Walberg's educational productivity model, this study draws on the expectancy-value theory of achievement motivation in a contemporary university context. The survey data came from 407 first-year students, and the measure of early study success reflects the weighted grade point average at two moments during their first semester. A path model reveals that the proposed extended educational productivity framework explains early study success well. The operationalised educational productivity factors (age, prior achievement, psychosocial environment, programme satisfaction, study skills) and achievement motivation (expectancy) all relate to early study success, directly or indirectly through expectancy and self-study. The two theoretical approaches jointly provide a thorough understanding of early study success. These results have notable implications for tracking students and for further research.

Formal models of opinion formation commonly represent an individual's opinion by a value on a fixed opinion interval. We propose an alternative modeling method wherein interpretation is only provided to the relative positions of opinions vis-à-vis each other. This method is then considered in a similar setting as the discrete-time Altafini model (an extension of the well-known DeGroot model), but with more general influence weights. Even in a linear framework, the model can describe, in the long run, polarization, dynamics with a periodic pattern, and (modulus) consensus formation. In addition, in our alternative approach key characteristics of the opinion dynamic can be derived from real-valued square matrices of influence weights, which immediately allows one to transfer matrix theory insights to the field of opinion formation dynamics under more relaxed conditions than in the DeGroot or discrete-time Altafini models. A few specific themes are covered: (i) We demonstrate how stable patterns in relative opinion dynamics are identified which are hidden when opinions are considered in an absolute opinion framework. (ii) For the two-agent case, we provide an exhaustive closed-form description of the relative opinion model's dynamic in the long run. (iii) We explore group dynamics analytically, in particular providing a non-trivial condition under which a subgroup's asymptotic behavior carries over to the entire population. [ABSTRACT FROM AUTHOR]