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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
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
FullText Text:
  Availability: 0
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  Data: The Contribution of Social Networks to the Learning-Social Interaction and Their Impact on Student Motivation and Academic Achievement
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  Data: <searchLink fieldCode="AR" term="%22Sharon+Tzur%22">Sharon Tzur</searchLink><br /><searchLink fieldCode="AR" term="%22Nitza+Davidovitch%22">Nitza Davidovitch</searchLink><br /><searchLink fieldCode="AR" term="%22Adi+Katz%22">Adi Katz</searchLink><br /><searchLink fieldCode="AR" term="%22Aleksandra+Gerkerova%22">Aleksandra Gerkerova</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Educational+Researcher%22"><i>European Educational Researcher</i></searchLink>. 2025 8(1):29-44.
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  Data: 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/
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  Data: Y
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  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Differences%22">Social Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
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  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Motivated+Strategies+for+Learning+Questionnaire%22">Motivated Strategies for Learning Questionnaire</searchLink>
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  Data: 2517-6323
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1463640
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 29
    Subjects:
      – SubjectFull: Social Networks
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Social Differences
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Social Media
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Israel
        Type: general
      – SubjectFull: Motivated Strategies for Learning Questionnaire
        Type: general
    Titles:
      – TitleFull: The Contribution of Social Networks to the Learning-Social Interaction and Their Impact on Student Motivation and Academic Achievement
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Sharon Tzur
      – PersonEntity:
          Name:
            NameFull: Nitza Davidovitch
      – PersonEntity:
          Name:
            NameFull: Adi Katz
      – PersonEntity:
          Name:
            NameFull: Aleksandra Gerkerova
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2517-6323
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            – Type: volume
              Value: 8
            – Type: issue
              Value: 1
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            – TitleFull: European Educational Researcher
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