Abstract
Purpose of the Study: This study seeks to understand the unique impact of social capital on student performance. We present hypotheses that link a student’s social capital to his/her performance on individual and group tasks. In both task settings, we posit that social capital has a curvilinear relationship (inverted U-shape) with performance, such that students’ performance is enhanced as social capital increases, but may exhibit declines if students over-invest in the initiation and development of their relationships Method/Design and Sample: We surveyed undergraduate students—primarily marketing majors—enrolled in a required upper-level business course at a private, midwestern university. Using a questionnaire, we obtained roster-based, sociometric data on interpersonal ties for all 65 students enrolled in the course. Results: The results partly support an association between a student’s social capital and his/her performance. Specifically, we find evidence that the performance-enhancing effects of social capital (1) are evident in group tasks, rather than in individual tasks; and (2) may be best conceptualized as a curvilinear effect. Value to Marketing Educators: The marketing literature exhibits a growing curiosity around the role of social networks and their impact on student effectiveness in the classroom and beyond. This study raises awareness of the unique role that a student’s social capital plays in group task performance, as well as limitations on its effectiveness.
| Original language | English |
|---|---|
| Pages (from-to) | 34-46 |
| Number of pages | 13 |
| Journal | Journal for Advancement of Marketing Education |
| Volume | 23 |
| Issue number | 2 |
| State | Published - Mar 1 2015 |
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All Science Journal Classification (ASJC) codes
- Education
- Marketing
Cite this
School ties : Social capital and student performance in individual and group tasks. / Johnson, Bryan R.; Seevers, Matthew T.; Darnold, Todd C.
In: Journal for Advancement of Marketing Education, Vol. 23, No. 2, 01.03.2015, p. 34-46.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - School ties
T2 - Social capital and student performance in individual and group tasks
AU - Johnson, Bryan R.
AU - Seevers, Matthew T.
AU - Darnold, Todd C.
PY - 2015/3/1
Y1 - 2015/3/1
N2 - Purpose of the Study: This study seeks to understand the unique impact of social capital on student performance. We present hypotheses that link a student’s social capital to his/her performance on individual and group tasks. In both task settings, we posit that social capital has a curvilinear relationship (inverted U-shape) with performance, such that students’ performance is enhanced as social capital increases, but may exhibit declines if students over-invest in the initiation and development of their relationships Method/Design and Sample: We surveyed undergraduate students—primarily marketing majors—enrolled in a required upper-level business course at a private, midwestern university. Using a questionnaire, we obtained roster-based, sociometric data on interpersonal ties for all 65 students enrolled in the course. Results: The results partly support an association between a student’s social capital and his/her performance. Specifically, we find evidence that the performance-enhancing effects of social capital (1) are evident in group tasks, rather than in individual tasks; and (2) may be best conceptualized as a curvilinear effect. Value to Marketing Educators: The marketing literature exhibits a growing curiosity around the role of social networks and their impact on student effectiveness in the classroom and beyond. This study raises awareness of the unique role that a student’s social capital plays in group task performance, as well as limitations on its effectiveness.
AB - Purpose of the Study: This study seeks to understand the unique impact of social capital on student performance. We present hypotheses that link a student’s social capital to his/her performance on individual and group tasks. In both task settings, we posit that social capital has a curvilinear relationship (inverted U-shape) with performance, such that students’ performance is enhanced as social capital increases, but may exhibit declines if students over-invest in the initiation and development of their relationships Method/Design and Sample: We surveyed undergraduate students—primarily marketing majors—enrolled in a required upper-level business course at a private, midwestern university. Using a questionnaire, we obtained roster-based, sociometric data on interpersonal ties for all 65 students enrolled in the course. Results: The results partly support an association between a student’s social capital and his/her performance. Specifically, we find evidence that the performance-enhancing effects of social capital (1) are evident in group tasks, rather than in individual tasks; and (2) may be best conceptualized as a curvilinear effect. Value to Marketing Educators: The marketing literature exhibits a growing curiosity around the role of social networks and their impact on student effectiveness in the classroom and beyond. This study raises awareness of the unique role that a student’s social capital plays in group task performance, as well as limitations on its effectiveness.
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UR - http://www.scopus.com/inward/citedby.url?scp=84954414893&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84954414893
VL - 23
SP - 34
EP - 46
JO - Journal for Advancement of Marketing Education
JF - Journal for Advancement of Marketing Education
SN - 2326-3296
IS - 2
ER -