The Contribution of Social Networks to the Learning-Social Interaction and Their Impact on Student Motivation and Academic Achievement
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| Title: | The Contribution of Social Networks to the Learning-Social Interaction and Their Impact on Student Motivation and Academic Achievement |
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| Language: | English |
| Authors: | Sharon Tzur, Nitza Davidovitch, Adi Katz, Aleksandra Gerkerova |
| Source: | European Educational Researcher. 2025 8(1):29-44. |
| Availability: | European Educational Researcher. University of Seville Faculty of Education, Department of Teaching and Educational Organization, Pirotecnia 41013 Seville, Spain. Tel: +34-955-420590; Fax: +34-954-554306; e-mail: editor@eu-er.com; Web site: https://eu-er.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 Grade 9 High Schools |
| Descriptors: | Social Networks, Peer Relationship, Student Motivation, Academic Achievement, Classroom Environment, Social Differences, Psychological Patterns, Computer Mediated Communication, Social Media, Student Participation, Grade 7, Grade 8, Grade 9, Foreign Countries, Learning Strategies |
| Geographic Terms: | Israel |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| ISSN: | 2517-6323 |
| Abstract: | This study examines how interactions in class WhatsApp groups impact students' motivation and academic achievements. The research incorporates both qualitative and quantitative analyses to explore associations between various types of interactions and academic performance. Key findings reveal a strong positive correlation between students' motivation and the volume of affective-emotive messages, especially those from teachers. While cognitive-analytic interactions did not significantly predict higher academic achievement, qualitative interviews highlighted the need for more educational content in WhatsApp groups, such as exercises. The study also found a positive, albeit weak, association between classroom climate and interaction patterns. However, an interesting inverse relationship emerged between socioeconomic status and the prevalence of affective-emotive messages. The research emphasizes the importance of incorporating affective-emotive interactions in educational settings and recommends expanding the use of WhatsApp groups as an effective supplementary platform for fostering motivation and improving academic achievements. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463640 |
| Database: | ERIC |
| Abstract: | This study examines how interactions in class WhatsApp groups impact students' motivation and academic achievements. The research incorporates both qualitative and quantitative analyses to explore associations between various types of interactions and academic performance. Key findings reveal a strong positive correlation between students' motivation and the volume of affective-emotive messages, especially those from teachers. While cognitive-analytic interactions did not significantly predict higher academic achievement, qualitative interviews highlighted the need for more educational content in WhatsApp groups, such as exercises. The study also found a positive, albeit weak, association between classroom climate and interaction patterns. However, an interesting inverse relationship emerged between socioeconomic status and the prevalence of affective-emotive messages. The research emphasizes the importance of incorporating affective-emotive interactions in educational settings and recommends expanding the use of WhatsApp groups as an effective supplementary platform for fostering motivation and improving academic achievements. |
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| ISSN: | 2517-6323 |
