Abstract
ABSTRACT Guided by self-determination theory, this study explored the impact of students’ peer network quality (i.e., student-to-student connectedness, loneliness, and peer relationship types) on resilience and likelihood to persist. Participants (N = 229) reported that they primarily developed collegial or informational peers in the university setting, that loneliness was negatively related to academic resilience, and peer connectedness was positively related to academic resilience, but there were no significant relationships with intention to persist. Although collegial and informational peers were most common, those with special peers were significantly more connected and less lonely. The indicators of peer network quality did not differ significantly based on the course schedule modality of students, but fully online students reported greater academic resilience.
Published Version
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