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arXiv 1606.09082physics.soc-phcs.SI
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学业成绩同质性的形成:学生宁愿换朋友也不愿换成绩

Formation of homophily in academic performance: students prefer to change their friends rather than performance

Ivan Smirnov, Stefan Thurner

摘要:

同质性,即个体倾向于与具有相似特征的其他人交往,已被确定为社会关系形成和演变的主要驱动力。在许多情况下,尚不清楚同质性是社会化过程的结果,即个体根据其特征在当地社交网络中的主导地位来改变其特征,还是选择过程的结果,即个体重塑其社交网络,以便其特征与新环境中的特征相匹配。在这里,我们展示了详细的时间形成的高中和大学生的学业成绩强同质性。我们分析了一个独特的数据集,其中包含了42个月内6,000名学生的友谊网络的详细时间演变信息。结合不断发展的社会网络数据与时间序列的学习成绩(GPA)的个别学生,我们表明,学术同质性是一个选择的结果:学生更喜欢逐步重组他们的社交网络根据他们的表现水平,而不是适应他们的表现,以他们的本地组的水平。我们没有发现拉动效应的迹象,即优秀学生的社会环境会激励差学生提高成绩。我们能够用一个简单的模型来理解年级和网络的潜在动态。传统教育环境中缺乏社会拉动效应,这可能对理解所观察到的社会中持续存在的隔离、不平等和社会不流动性产生重要影响。

英文摘要:

Homophily, the tendency of individuals to associate with others who share similar traits, has been identified as a major driving force in the formation and evolution of social ties. In many cases, it is not clear if homophily is the result of a socialization process, where individuals change their traits according to the dominance of that trait in their local social networks, or if it results from a selection process, in which individuals reshape their social networks so that their traits match those in the new environment. Here we demonstrate the detailed temporal formation of strong homophily in academic achievements of high school and university students. We analyze a unique dataset that contains information about the detailed time evolution of a friendship network of 6,000 students across 42 months. Combining the evolving social network data with the time series of the academic performance (GPA) of individual students, we show that academic homophily is a result of selection: students prefer to gradually reorganize their social networks according to their performance levels, rather than adapting their performance to the level of their local group. We find no signs for a pull effect, where a social environment of good performers motivates bad students to improve their performance. We are able to understand the underlying dynamics of grades and networks with a simple model. The lack of a social pull effect in classical educational settings could have important implications for the understanding of the observed persistence of segregation, inequality and social immobility in societies.

机构、总结、中文摘要均由AI分析而来,可能存在错误,请以论文正文为准。

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