Abstract
Scholars need to pay attention to understand the factors that shape the interactions between individuals and social groups. Constructs like Psychological Sense of Community (PSoC) and Psychological Empowerment (PE) are powerful constructs used to evaluate the antecedents and the consequences of individual attachment to social settings. In parallel, recent advances in network analysis show that the position occupied within whole networks and ego-centric networks are relational factors that affect the subjective perception of membership to social groups. Studies that are conducted in organizational and community settings show strong associations between PSoC and PE. However, these connections have rarely been evaluated within natural settings such as the classroom context. On the other hand, although the theoretic basis of PSoC and PE claims that both processes are formed in a relational way, there are few studies that empirically evaluate the effects of social connectedness on the emergence of PSoC—referred to the classroom—and PE referred to academic-task development. The aim of this research is to determine the effects that the position occupied in formal and informal exchange networks induce on PSoC and PE dimensions. Sixty-four students enrolled in a master degree program (women = 68.8%, Mean age = 26.09, SD = 3.88) participated in this cross-sectional study. Multivariate analyses and network analyses were performed to test the hypotheses under study. The main research finding is that PSoC and PE are synergistic constructs that mutually shape to each other. In relational terms, by sending several nominations in informal networks, it is possible to generate notable impacts on some PSoC dimensions, while receipt of a wide number of nominations in formal contact networks is associated with high levels of PE. In addition, individuals who present high levels of PE are located in the core of formal exchange networks. These results are discussed in order to design actions to increase PSoC and PE in postgraduate academic settings.
Highlights
Most disciplines within social sciences (i.e., Social Psychology, Anthropology, Sociology, etc.)are interested in understanding the linkages that connect individuals and groups with the social contexts in which they inhabit
In attention to Hypothesis 2c (H2c), the results suggest that the level of connectedness, in terms of the nominations received and sent, within the egocentric formal network, induces a modest effect on some Psychological Empowerment (PE) and Psychological Sense of Community (PSoC)
The purpose was to determine if the relationships maintained by students within the formal and informal exchange networks in the classroom, determine the level of PE regarding academic tasks and the PSoC is referred to the classroom
Summary
Most disciplines within social sciences (i.e., Social Psychology, Anthropology, Sociology, etc.). Are interested in understanding the linkages that connect individuals and groups with the social contexts in which they inhabit. Sub-disciplines as the Community Psychology propose strong theories and constructs that focus on evaluating the different forms that those social ties may exhibit [1]. Some theories are focused on explaining the effects of social connectedness on well-being, quality of life, health-related outcomes, and individual performance in groups, organizations, and communities [2,3,4,5].
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