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Purpose <p>The present study explored relationships between social network position, SRL, and academic achievement among biomedical engineering (BME) students.</p> Methods <p>A cohort of undergraduate students (<i>n</i> = 107) entering their first year in the BME major participated in an online survey that asked about their demographic information, mentorship-based social capital, SRL strategies and motivational beliefs, and academic achievement. Participants were asked to nominate their friends and academic collaborators within the cohort. To determine how students’ positions within the peer social networks correlated with SRL and achievement, quadratic assignment procedures (QAPs) were conducted at the bivariate and multivariate levels.</p> Results <p>Centrality within academic collaboration and friendship networks was related to greater use of peer-learning strategies, higher regulation of cognition, and higher GPAs. Centrality within the friendship network was also associated with higher BME self-efficacy.</p> Conclusion <p>In line with social-cognitive views of SRL, this exploratory study showed that students’ positions in their peer networks (social/contextual factors) were related to SRL and GPA (personal and behavioral factors). Specifically, on average, students positioned more centrally within their networks had higher GPAs and SRL strategy use.</p>

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Birds of a Feather Self-Regulate Together: The Intersection of Peer Networks and Self-Regulated Learning in Biomedical Engineering

  • 期刊论文

  • 发表日期：

    2025年1月31日

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  • Linlin Luo,
  • Joseph C. Tise,
  • Megan S. Patterson,
  • Daniel L. Alge,
  • Paul R. Hernandez

摘要

Purpose

The present study explored relationships between social network position, SRL, and academic achievement among biomedical engineering (BME) students.

Methods

A cohort of undergraduate students (n = 107) entering their first year in the BME major participated in an online survey that asked about their demographic information, mentorship-based social capital, SRL strategies and motivational beliefs, and academic achievement. Participants were asked to nominate their friends and academic collaborators within the cohort. To determine how students’ positions within the peer social networks correlated with SRL and achievement, quadratic assignment procedures (QAPs) were conducted at the bivariate and multivariate levels.

Results

Centrality within academic collaboration and friendship networks was related to greater use of peer-learning strategies, higher regulation of cognition, and higher GPAs. Centrality within the friendship network was also associated with higher BME self-efficacy.

Conclusion

In line with social-cognitive views of SRL, this exploratory study showed that students’ positions in their peer networks (social/contextual factors) were related to SRL and GPA (personal and behavioral factors). Specifically, on average, students positioned more centrally within their networks had higher GPAs and SRL strategy use.