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[This paper is part of the Focused Collection on Quantitative Methods in PER: A Critical Examination.] The application of social network analysis (SNA) has recently grown prevalent in science, technology, engineering, and mathematics education research. Research on classroom networks has led to greater understandings of student persistence in physics majors, changes in their career-related beliefs (e.g., physics interest), and their academic success. In this paper, we aim to provide a practitioner's guide to carrying out research using SNA, including how to develop data collection instruments, setup protocols for gathering data, as well as identify network methodologies relevant to a wide range of research questions beyond what one might find in a typical primer. We illustrate these techniques using student anxiety data from active-learning physics classrooms. We explore the relationship between students' physics anxiety and the social networks they participate in throughout the course of a semester. We find that students' with greater numbers of outgoing interactions are more likely to experience decrease in anxiety even while we control for pre-anxiety, gender, and final course grade. We also explore the evolution of student networks and find that the second half of the semester is a critical period for participating in interactions associated with decreased physics anxiety. Our study further supports the benefits of dynamic group formation strategies that give students an opportunity to interact with as many peers as possible throughout a semester. To complement our guide to SNA in education research, we also provide a set of tools for other researchers to use this approach in their work--the SNA toolbox--that can be accessed on GitHub.
Physical Review Physics Education Research: Volume 15, Issue 2, Pages 020105
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=15144">Dou, Remy, and Justyna Zwolak. "Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting." Phys. Rev. Phys. Educ. Res. 15, no. 2, (July 3, 2019): 020105.</a>
AIP Format
R. Dou and J. Zwolak, , Phys. Rev. Phys. Educ. Res. 15 (2), 020105 (2019), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.15.020105).
AJP/PRST-PER
R. Dou and J. Zwolak, Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting, Phys. Rev. Phys. Educ. Res. 15 (2), 020105 (2019), <https://doi.org/10.1103/PhysRevPhysEducRes.15.020105>.
APA Format
Dou, R., & Zwolak, J. (2019, July 3). Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting. Phys. Rev. Phys. Educ. Res., 15(2), 020105. Retrieved December 13, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.15.020105
Chicago Format
Dou, Remy, and Justyna Zwolak. "Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting." Phys. Rev. Phys. Educ. Res. 15, no. 2, (July 3, 2019): 020105, https://doi.org/10.1103/PhysRevPhysEducRes.15.020105 (accessed 13 December 2024).
MLA Format
Dou, Remy, and Justyna Zwolak. "Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting." Phys. Rev. Phys. Educ. Res. 15.2 (2019): 020105. 13 Dec. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.15.020105>.
BibTeX Export Format
@article{
Author = "Remy Dou and Justyna Zwolak",
Title = {Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting},
Journal = {Phys. Rev. Phys. Educ. Res.},
Volume = {15},
Number = {2},
Pages = {020105},
Month = {July},
Year = {2019}
}
Refer Export Format
%A Remy Dou %A Justyna Zwolak %T Practitioner's guide to social network analysis: Examining physics anxiety in an active-learning setting %J Phys. Rev. Phys. Educ. Res. %V 15 %N 2 %D July 3, 2019 %P 020105 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.020105 %O application/pdf
EndNote Export Format
%0 Journal Article %A Dou, Remy %A Zwolak, Justyna %D July 3, 2019 %T Practitioner's guide to social network analysis: Examining physics anxiety in an active-learning setting %J Phys. Rev. Phys. Educ. Res. %V 15 %N 2 %P 020105 %8 July 3, 2019 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.020105 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting:
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Focused Collection of Physical Review PER: Quantitative Methods in PER: A Critical Examination
A link to the full APS special collection on quantitative methods in PER, published in 2019. relation by Caroline HallKnow of another related resource? Login to relate this resource to it. |
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