Longitudinal Social Network Research Articles

The Dominance of Liking: Uncovering Dyadic and Reputational Effects of Peer and Perceived Teacher Likes and Dislikes on Friendship Dynamics Among Chinese Adolescents.

While previous research suggests that peer and teacher preferences are linked to adolescents' peer relationships, the specific impact of peer and teacher (dis)liking on adolescents' friendship networks is not fully understood. This study used longitudinal social network analysis to examine how peer (dis)liking and perceptions of teacher (dis)liking predicted friendship selection among Chinese adolescents. Questionnaires were administered to a sample of 2566 students (48.3% boys, Mage = 13.94, SDage = 0.60 at Time 1) in central China in 2015 and 2016. Results for peer (dis)liking revealed that Chinese students tended to befriend peers they liked (dyadic perception), to befriend peers widely liked (reputational perception), and to avoid peers widely disliked (reputational perception). Regarding teacher (dis)liking, Chinese students tended to befriend peers they believed their teachers liked (dyadic perception) and avoid those widely perceived as liked by teachers (reputational perception). Interestingly, students who were widely perceived as liked by teachers tended to befriend peers whom they believed teachers disliked. Perceived teacher disliking had a limited effect on friendship selection at both the dyadic and reputational levels. These findings suggest that peer liking and perceived teacher liking relate to friendship formation among Chinese adolescents, but that a reputation as a teachers' pet may hinder their friendships.

Formal and social structures as organizing mechanisms of disaster response: A longitudinal social network analysis

Formal and social structures as organizing mechanisms of disaster response: A longitudinal social network analysis

Brokering school improvement through a school–university partnership: a longitudinal social network analysis of middle leadership development

Brokering school improvement through a school–university partnership: a longitudinal social network analysis of middle leadership development

On the spurious effect of intergroup friendship on outgroup attitudes in schools: The role of social influence and the positive impact of exposure to outgroup peers.

Promoting intergroup friendships in schools is regarded as a powerful strategy for improving outgroup attitudes. However, stochastic actor-oriented modelling (SAOM) studies have often revealed no association between intergroup friendship and outgroup attitudes. I investigated whether SAOM studies reported no effect of intergroup friendship on outgroup attitudes, what was responsible for this surprising finding and whether exposure to outgroup peers was positively related to outgroup attitudes. The meta-analysis of SAOM studies confirms no association between intergroup friendship and outgroup attitudes. Examining longitudinal social network data of 2700 German students, I found that a positive link between intergroup friendship and outgroup attitudes appeared only when I did not control for social influence. This indicates that intergroup friendship did not automatically improve outgroup attitudes. Instead, the development of outgroup attitudes among students depended on social influence and, thus, the quality of outgroup attitudes among their outgroup friends. Exposure to outgroup peers was, however, positively associated with outgroup attitudes. These findings reframe intergroup contact theory by suggesting that intergroup friendship is not essential for improving outgroup attitudes. Rather, social influence and exposure to outgroup peers could be key factors shaping outgroup attitudes.

Towards modeling and analysis of longitudinal social networks

There are various methods for handling longitudinal data in graphs and social networks, all of which have an impact on the algorithms used in data analysis. This article provides an overview of limitations, potential solutions, and unanswered questions regarding different temporal data schemas in social networks that are comparable to existing techniques. Restricting algorithms to a specific time point or layer has no effect on the results. However, when applying these approaches to a network with multiple time points, adjusted algorithms or reinterpretation becomes necessary. Therefore, using a generic definition of temporal networks as one graph, we aim to explore how we could analyze longitudinal social networks with centrality measures. Additionally, we introduce two new measures, “importance” and “change”, to identify nodes with specific behaviors. We provide case studies featuring three different real-world networks exhibiting both limitations and benefits of the novel approach. Furthermore, we present techniques to estimate variations in importance and degree centrality over time.

The Gendered Influence of Cross-Gender Friends on the Development of Adolescents’ Gender Role Attitudes

Gender role attitudes have important implications at the individual, family, and societal levels, underscoring the importance of understanding their development. Although parents predominate in the socialization of gender role attitudes in childhood, the influence of friends increases during adolescence. In particular, cross-gender friends can provide unique insights and perspectives on another gender group, making them likely to shape gender role attitudes. However, empirical explorations of the link between gender role attitudes and cross-gender friendships have been rare. Furthermore, the few studies conducted have yielded ambiguous results and have struggled to separate the influence of cross-gender friends from a selection of such friendships based on gender role attitudes. This study addresses these limitations by using longitudinal social network models to assess the co-evolution of friendship networks and gender role attitudes among 3,194 youth (Mage = 15.2, SD = 0.67, 51% female) in German schools. The findings reveal that, after accounting for selection processes, boys with cross-gender friends develop more egalitarian gender role attitudes, while girls’ attitudes are unaffected by cross-gender friendships. These findings suggest that promoting cross-gender friendships among adolescent boys holds the potential to foster egalitarian gender role attitudes.

Peers and value preferences among adolescents in school classes: a social network and longitudinal approach

The aim of our study was twofold: (1) to explore the role of value preferences on peer relations in school classes (selection effect) and (2) to explore the role of peers’ values on adolescents’ values (influence or socialization effect) in three types of networks (friendship, advice, and trust). To answer these questions, we used a longitudinal social network approach in a study of N = 903 adolescents (57% girls) from 34 secondary school classes in Poland. Pupils began participating in the study when they joined their secondary school and were followed over two and a half years. Panel data were collected at six measurement time points during this period. Values were conceptualized according to the values theory proposed by Schwartz and measured by the Portrait Value Questionnaire. The collection of network data followed a roster design. Pupils were asked to evaluate the strength of their friendships, as well as the frequency with which they approached peers to ask for advice about school or homework or to talk about things that are important to them in the last 2 weeks. We found empirical support for both selection and socialization effects, especially for protection values (Conservation and Self-enhancement). The selection effect was most evident in advice and trust networks and the socialization effect was particularly prevalent in friendship and trust networks.

In-party love spreads more efficiently than out-party hate in online communities

In this article, we present the findings of a comprehensive longitudinal social network analysis conducted on Twitter across four consecutive election campaigns in Spain, spanning from 2015 to 2019. Our focus is on the discernible trend of increasing partisan and ideological homogeneity within interpersonal exchanges on this social media platform, alongside high levels of networking efficiency measured through average retweeting. This diachronic study allows us to observe how dynamics of party competition might contribute to perpetuating and strengthening network ideological and partisan homophily, creating ‘epistemic bubbles’ in Twitter, yet showing a greater resistance to transforming them into ‘partisan echo-chambers.’ Specifically, our analysis reveals that the rise of a new radical right-wing party (RRP), Vox, has heightened ideological homogeneity among users across the entire ideological spectrum. However, this process has not been uniform. While users aligned with mainstream political parties consistently share content that reinforces in-party affinity, resulting in highly efficient ‘epistemic bubbles,’ the emergence of the RRP has given rise to a distinct group of users associated with the most extreme partisan positions, characterized by a notable proportion of out-partisan hostility content, which has fostered the creation of low-efficient 'partisan echo-chambers.'

Do Adolescents Adopt the Prosocial Behaviors of the Classmates They Like? A Social Network Analysis on Prosocial Contagion.

While the influence of high-status peers on maladaptive behaviors is well-documented, socialization processes of prosocial behavior through high-status peers remain understudied. This study examined whether adolescents' prosocial behavior was influenced by the prosocial behavior of the peers they liked and whether this effect was stronger when the peers they liked were also well-liked by their classmates. Three waves of data, six months apart, were collected among Chilean early adolescents who completed peer nominations and ratings at Time 1 (n = 294, Mage = 13.29, SD = 0.62; 55.1% male), Time 2 (n = 282), and Time 3 (n = 275). Longitudinal social network analyses showed that adolescents adopted the prosocial behavior of the classmates they liked - especially if these classmates were well-liked by peers in general. In addition, adolescents low in likeability were more susceptible to this influence than adolescents high in likeability. The influence resulted both in increases and - especially - decreases in prosocial behavior, depending on the level of prosociality of the liked peer. Findings suggest that likeability represents an important aspect of peer status that may be crucial for understanding the significance of peer influence with respect to prosocial behaviors during adolescence. Pre-Registration: https://osf.io/u4pxm .

Leaders of Peer Groups in Chinese Early Adolescents: The Roles of Social, Academic, and Psychological Characteristics in Group Leadership

Leadership in peer groups is an important issue in adolescent socioemotional development, yet it has received limited attention in research. This one-year longitudinal study examined peer group leadership and the roles of social, academic, and psychological characteristics in the dynamics of group leadership. Participants included 1061 Chinese students (initial mean age =11.17 years; SD = 6.98 months; 49.4% female). Data were collected from peer assessments, teacher ratings, and self-reports. The longitudinal social network analysis (SIENA) indicated that peer group leadership was fluid with leadership status evolving over time across groups in a hierarchical manner. Adolescents displaying higher social competence and aggression and lower shyness were more likely to become group leaders. Academic performance and loneliness were not significantly associated with the dynamics of peer group leadership. The results help understand peer group leadership and contributions of social behaviors to the attainment of leadership status in peer groups in early adolescence.

Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions

BackgroundPrior research has documented the pervasive influence that peers can exert on adolescents’ lives. However, knowledge on whether adolescents’ perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking. MethodThis study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially. ResultsWe did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially. ConclusionsOur work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students’ perceptions of instruction.

Implications and Lessons Learned While Using Social Media Advertisements to Promote Longitudinal Social Network Study Participation in Latino Men Who Have Sex with Men (LMSM): A Brief Report.

We assess the effectiveness of paid ads on social media platforms as a research recruitment tool with Latino men who have sex with men (LMSM). We deployed four paid ad campaigns July-September 2022 in English and Spanish on Meta and Grindr featuring happy or risqué images of LMSM, documenting engagement and cost metrics. The four campaigns generated a total of 1,893,738 impressions and 1078 clicks (0.057 click-through rate) with a total cost of $7,989.39. Of the 58 people who accessed the study screener, 31 completed it (53.4%), 13 were eligible (22.4%), but none enrolled. Comparing platforms, Meta had higher engagement metrics than Grindr, while Grindr had higher proportions of those who completed the screener (57.9%) and were eligible (26.3%) than Meta (52.6% and 21.0%, respectively). Challenges to using paid ads as an LMSM recruitment tool included intersecting pandemics (Mpox, COVID-19), and limited connection between platforms and staff for study enrollment.

Think tanks and climate obstruction: Atlas affiliates in Canada.

This paper provides a longitudinal social network and content analysis of Canadian think tanks affiliated with the Atlas network, analyzing their efforts to obstruct climate action over the last two decades. Network analysis reveals extensive and deepening board interlocks and joint memberships between these think tanks and the fossil fuel industry, other policy-planning organizations within and beyond Canada, and academic institutions. Consistent with and rooted in network ties, Atlas members produce a large and growing volume of climate-related content, including content that denies the reality and impacts of climate change, promotes and defends the fossil fuel sector, and opposes climate policy and action. Atlas affiliates are argued to be at the core of a reactionary segment of Canada's elite policy-planning network opposed to virtually all forms of climate action, while the frames and campaigns they deploy are seen as a force obstructing progress on climate change.

The role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners: A longitudinal social network analysis.

Peers constitute an important developmental context for adolescent academic behaviour providing support and resources to either promote or discourage attitudes and behaviours that contribute to school success. When looking for academic help, students may prefer specific partners based on their social goals regarding academic performance. Based on the social goals for wanting to achieve academically (e.g., studying to be with friends, increasing/maintaining their own social status), we examine the extent to which adolescents' selection of preferred academic partners (with whom they would like to study) is driven by peers' academic performance, prosocial behaviour and friendships. Moreover, as high-achieving students play an important role in academic settings, whether they are more likely to prefer to study with similar high-achieving peers and friends was examined. A total of 537 seventh-grade students from 13 classes over three waves. Longitudinal social network analyses (RSiena). Adolescents were more likely to select high achievers, friends and prosocial peers as preferred academic partners. Furthermore, high achievers were more likely to choose other high achievers and friends as preferred academic partners. Adolescents are likely to prefer as study partners someone they can learn from and who is more approachable, cooperative and friendly. Regarding high achievers, they would choose not only academic partners with similar academic interests and motivations to help them boost their academic achievement but also classmates with whom they like to spend time and share personal issues.

Longitudinal analysis of interorganizational collaborative networks of cross-laminated timber (CLT) construction

Purpose Cross-laminated timber (CLT) is an innovative construction material that provides a balanced mix of structural stiffness, fabrication flexibility and sustainability. CLT development and innovation diffusion require close collaborations between its supply chain architectural, engineering, construction and manufacturing (AECM) stakeholders. As such, the purpose of this study is to provide a preliminary understanding of the knowledge diffusion and innovation process of CLT construction. Design/methodology/approach The study implemented a longitudinal social network analysis of the AECM companies involved in 100 CLT projects in the UK. The project data were acquired from an industry publication and decoded in the form of a multimode project-company network, which was projected into a single-mode company collaborative network. This complete network was filtered into a four-phase network to allow the longitudinal analysis of the CLT collaborations over time. A set of network and node social network analysis metrics was used to characterize the topology patters of the network and the centrality of the companies. Findings The study highlighted the scale-free structure of the CLT collaborative network that depends on the influential hubs of timber manufacturers, engineers and contractors to accelerate the innovation diffusion. However, such CLT supply collaborative network structure is more vulnerable to disruptions due to its dependence on these few prominent hubs. Also, the industry collaborative network’s decreased modularity confirms the maturity of the CLT technology and the formation of cohesive clusters of innovation partners. The macro analysis approach of the study highlighted the critical role of supply chain upstream stakeholders due to their higher centralities in the collaborative network. Stronger collaborations were found between the supply chain upstream stakeholders (timber manufacturers) and downstream stakeholders (architects and main contractors). Originality/value The study contributes to the field of industrialized and CLT construction by characterizing the collaborative networks between CLT supply chain stakeholders that are critical to propose governmental policies and industry initiatives to advance this sustainable construction material.

클래스넷을 활용한 또래생태 및 학급규범 개선: 학생의 학업 열의와 사회적 행동

The objective of this study was to evaluate the impact of teacher-led interventions in the classroom on students’ academic and social behavior. The intervention focused on improving positive peer relationships and classroom norms. To fulfill this purpose, 115 classes (N = 2,858 students) across elementary, middle, and high school levels were divided into an experimental group (n = 66 classes) and a control group (n = 49 classes). Students’ academic engagement (behavior, emotion), social behavior (overt and relational aggression, prosocial behavior), teacher―student relationships (support, conflict), teacher alignment, and peer network attributes were collected at the beginning and end of the semester through student and teacher reports as well as peer nominations. Multilevel analyses and longitudinal social network analyses were utilized to evaluate the impact of the teacher-led intervention. The results of the multilevel analysis revealed that teacher alignment, teacher―student conflict, and an initial level of academic engagement were significant factors to improve academic engagement. In terms of overt and relational aggression, teacher support played a crucial role in the experimental effect, with varying impacts observed in elementary and middle school groups. Longitudinal social network analysis revealed significant classroom intervention effects on prosocial behavior. Both peer choice and socialization (influence) effects were significant in the experimental group, while only the peer influence effect was observed in the control group. This suggests that the class-based intervention contributed to the development of prosocial behaviors as class norms. This study has educational significance in that it highlights the importance of creating positive class norms and peer ecology to enhance students’ academic engagement and social behavior.

Alcohol consumption as a socially contagious phenomenon in the Framingham Heart Study social network

We use longitudinal social network data from the Framingham Heart Study to examine the extent to which alcohol consumption is influenced by the network structure. We assess the spread of alcohol use in a three-state SIS-type model, classifying individuals as abstainers, moderate drinkers, and heavy drinkers. We find that the use of three-states improves on the more canonical two-state classification, as the data show that all three states are highly stable and have different social dynamics. We show that when modelling the spread of alcohol use, it is important to model the topology of social interactions by incorporating the network structure. The population is not homogeneously mixed, and clustering is high with abstainers and heavy drinkers. We find that both abstainers and heavy drinkers have a strong influence on their social environment; for every heavy drinker and abstainer connection, the probability of a moderate drinker adopting their drinking behaviour increases by 40%\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$40\\%$$\\end{document} and 18%\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$18\\%$$\\end{document}, respectively. We also find that abstinent connections have a significant positive effect on heavy drinkers quitting drinking. Using simulations, we find that while both are effective, increasing the influence of abstainers appears to be the more effective intervention compared to reducing the influence of heavy drinkers.

Changes in patterns of peer relationships in primary education classroom networks through cooperative learning.

We studied the impact of cooperative learning on positive peer relationships, that is, liking to work together, in classroom networks. Cooperative learning was implemented as part of the "Success for All" program. Longitudinal social network analysis was used to investigate the development of structures and patterns of relationships in 16 intervention and 16 control classrooms, including a total of 791 students. Results showed significantly less reciprocation and transitivity in the dynamics of the intervention networks, while the number of nominations in the intervention classes was at least not smaller than in the control classes, indicating less tendency toward the formation of small clusters or cliques. We did not find that peer relationships became more diverse with regard to gender, socioeconomic status, or academic performance through the implementation of cooperative learning. In intervention classrooms, children tended to nominate their teammates with whom they work together in cooperative learning activities; however, also in control classrooms, children tended to nominate children with whom they are seated in the classroom. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Down and out? the role of household income in students’ friendship formation in school-classes

Research suggests that coming from a lower economic background compromises social integration at school, yet the precise mechanisms underlying this link remain unknown. Therefore, this study examined the effect of household income on friendship network dynamics among classmates in a large sample of Swedish youths (n = 4787 from 235 classes, m age = 14.65, 51% girls, and 33% immigrant background), using multilevel longitudinal social network analysis. Over time, students from poorer households were less often selected as a friend by classmates and they less often initiated or maintained friendship ties than students from higher income households. Furthermore, different conceptualizations of income relative to classmates did not impact friendship formation tendencies. The findings indicate that theories of relative income do not extend understanding of students’ friendship formation beyond processes related to absolute income. In addition, this study suggests that the social integration of students from low-income households could be boosted by both promoting their agency in forming friendships and preventing exclusion by classmates.

Networked framing of GMO risks and discussion fragmentation on Chinese social media: a dynamic perspective

Genetically modified organisms (GMOs) have been highly controversial in China and beyond. The burgeoning of social media has created an online activist field where participants utilize networked framing practices to engage in connective actions related to GMO risks. However, a dynamic perspective on the co-production of GMO risk discourses has yet to be fully explored, and it is still under debate whether such a collective interpretation is fragmented. To address this gap, this study investigates the risk-invoked GMO controversy by longitudinally exploring the structural characteristics and discursive power structures in the networked framing of GMO risks on social media. This study examines 356,227 GMO risk posts from 2010 to 2020 on the Chinese social media platform Weibo. A longitudinal social network analysis and computational text-mining approach are used to construct representation networks among participants based on their joint sponsorship framing practices of GMO risks. The findings suggest that there is a multipolar discussion fragmentation in the networked framing of GMO risks. However, the temporal evidence shows that the risk discussion has become increasingly interconnected and less structurally fragmented over time. In addition, this study highlights the unequal distribution of discursive power among participants; nevertheless, the analysis reveals that this inequality has shown signs of easing over the study period. Overall, this study provides a comprehensive analysis of the GMO controversy from a risk perspective and sheds light on the dynamics of networked framing practices and discursive power structures on social media.