Student Networking Behavior, Culture, and Grade Performance: An Empirical Study and Pedagogical Recommendations

Abstract

We examine how culture influences student networking behaviors and these behaviors--one consequent impact on grade performance. We tested research hypotheses integrated through a path model with data from three countries, two in the Far East and one in the West. Regardless of country origin, individualistic rather than collectivistic orientation predicted two forms of networking behaviors--one targeting professors (vertical networking behavior) and another targeting fellow students (horizontal networking behavior). Both networking behaviors had a positive impact on grade performance. In addition, mean differences in vertical and horizontal networking were detected among the three countries. Pedagogical implications are discussed in light of the results.