Personality correlates of key roles in informal advice networks

The Importance of Being Honest: Correlating Self-Report Accuracy and Network Centrality with Academic Performance

This study investigates the correlation of self-report accuracy with academic performance. The sample was composed of 289 undergraduate students (96 senior and 193 junior) enrolled in two engineering classes. Age ranged between 22 and 24 years, with a slight over representation of male students (53%). Academic performance was calculated based on students' final grades in each class. The tendency to report inaccurate information was measured at the end of the Raven Progressive Matrices Test, by asking students to report their exact finishing times. We controlled for gender, age, personality traits, intelligence, and past academic performance. We also included measures of centrality in their friendship, advice and trust networks. Correlation and multiple regression analyses results indicate that lower achieving students were significantly less accurate in self-reporting data. We also found that being more central in the advice network was correlated with higher performance (r = .20, p < .001). The results are aligned with existing literature emphasizing the individual and relational factors associated with academic performance and, pending future studies, may be utilized to include a new metric of self-report accuracy that is not dependent on academic records.

It is rotating leaders who build the swarm: social network determinants of growth for healthcare virtual communities of practice

Purpose

The purpose of this paper is to identify the factors influencing the growth of healthcare virtual communities of practice (VCoPs) through a seven-year longitudinal study conducted using metrics from social-network and semantic analysis. By studying online communication along the three dimensions of social interactions (connectivity, interactivity and language use), the authors aim to provide VCoP managers with valuable insights to improve the success of their communities.

Design/methodology/approach

Communications over a period of seven years (April 2008 to April 2015) and between 14,000 members of 16 different healthcare VCoPs coexisting on the same web platform were analysed. Multilevel regression models were used to reveal the main determinants of community growth over time. Independent variables were derived from social network and semantic analysis measures.

Findings

Results show that structural and content-based variables predict the growth of the community. Progressively, more people will join a community if its structure is more centralised, leaders are more dynamic (they rotate more) and the language used in the posts is less complex.

Research limitations/implications

The available data set included one Web platform and a limited number of control variables. To consolidate the findings of the present study, the experiment should be replicated on other healthcare VCoPs.

Originality/value

The study provides useful recommendations for setting up and nurturing the growth of professional communities, considering, at the same time, the interaction patterns among the community members, the dynamic evolution of these interactions and the use of language. New analytical tools are presented, together with the use of innovative interaction metrics, that can significantly influence community growth, such as rotating leadership.

Styles and Style-Stretching: How are They Related to Successful Learning?

Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended by many authors, few studies have attempted to relate the style-stretching concept to successful learning. This study therefore attempted to address these questions. According to results, conducted among 106 Turkish university students, using an original instrument constructed using elements from established questionnaires, a small group of styles was significantly correlated with exam results, accounting for about a quarter of the variance (considered a large effect size in social science). In addition, higher-scoring students reported a more eclectic range of styles, suggesting more willingness to style-stretch, while lower-scoring students reported a more limited range. Pedagogical implications as well as areas for ongoing research are suggested.