Students’ peer network quality

Effects on academic resilience and intention to persist

Bibliographic Data

ID21740786
AuthorsBrandi N Frisby (0000-0003-0123-6560, University of Kentucky, corresponding author), Robert J Sidelinger (0009-0009-6613-2237, Oakland University), Amanda Lawrence (0000-0003-2194-8178, University of Kentucky), Mark A Ribott (University of Kentucky), Mark Ribott (University of Kentucky)
Year2024
Volume24
Issue3
Pages133-145
Publication date2024-07-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueReview of Communication (JOURNAL)
Journal identifiersISSN: 1535-8593 • E-ISSN: 1535-8593
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15358593.2024.2374913
OpenAlexW4400977630
LanguageEN
Citations received1

Guided by self-determination theory, this study explored the impact of students’ peer network quality (i.e., student-to-student connectedness, loneliness, and peer relationship types) on resilience and likelihood to persist. Participants (N = 229) reported that they primarily developed collegial or informational peers in the university setting, that loneliness was negatively related to academic resilience, and peer connectedness was positively related to academic resilience, but there were no significant relationships with intention to persist. Although collegial and informational peers were most common, those with special peers were significantly more connected and less lonely. The indicators of peer network quality did not differ significantly based on the course schedule modality of students, but fully online students reported greater academic resilience

Peer review · Political science · Grit, Self-Efficacy, and Motivation · Psychology · Resilience and Mental Health · Social Psychology

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