The influence of business students’ horizontal and vertical network behavior on their learning and performance

Abstract

Drawing on network behavior literature, this research examines how business students’ extra-classroom social network behavior for learning with peers (i.e., horizontal network behavior) and with the instructor (i.e., vertical network behavior) influences their learning, which in turn affects their grade performance. It also investigates the moderation of perceived instructor support on the relationship between their vertical network behavior and learning. Using data from 163 undergraduate business students, we found that extra-classroom horizontal and vertical network behavior for learning increases their grade performance via enhanced learning. We also found that extra-classroom vertical network behavior is more likely to be positively associated with their learning when they perceive strong instructor support.

Keywords:

• Horizontal network behavior
• perceived instructor support
• vertical network behavior

Acknowledgments

We are grateful to Lori Baker-Eveleth, Feiwei Chen, Todd Martin, and Robert Stone for their permission and assistance in collecting data from students.