Conference Agenda

Mental health and peer relationships are closely associated in adolescence and there is increasing interest in using social network models as an approach to understanding this association. For instance, social network analysis has been used to examine associations between peer relationships and disruptive behaviour disorders as well as depression. Using Exponential Random Graph Models (ERGM), we will examine the relationship between symptoms of mental health problems and social network structures using basline data from the ReSET trial (pupils aged 12-14, N=3625). Mental health was assessed using self-reported Strengths and Difficulties Questionnaire and Me and My Feelings. Peer nomination questions included best-friendship, likability, friendship circle, and advice-seeking nominations. For each question, participants were allowed unlimited number of nominations of peers in their year group in their school. The analysis will focus on similarity in mental health status within friendship groups (i.e. mental health homophily) and the relationship between mental health and interpersonal relationships. We will present the main findings and consider implications for future research.

Motivational beliefs, such as students' mindsets, are crucial in shaping their learning behaviors within educational settings. Students with a fixed mindset often perceive effort as futile once they reach their perceived intellectual limits. In contrast, those with a growth mindset view challenges as opportunities for skill development, maintaining motivation and optimism—qualities associated with greater academic success.

While much of the existing research has focused on individual performance outcomes, very little attention has been paid to how these beliefs impact social dynamics. In a recent study, Zander et al. (2023) found that university students with a growth mindset were more likely to be chosen as helpers and collaborators in learning environments, as they are perceived as approachable and view seeking help as a strategy for growth rather than a sign of weakness.

Building on this, we investigate whether students' growth and fixed mindset orientations affect friendship formation, team selection, and group collaboration in physical education classes. Using a cross-sectional design with 364 students (aged 10 to 16) across 16 classrooms, we apply multilevel-ERGMs to analyze how mindset orientations shape peer network structures while controlling for class specific norms.

We anticipate that students with a growth mindset are favored in both friendship and group work contexts, as their emphasis on effort and development aligns with cooperative and inclusive behaviors. However, preferences may differ in competitive game scenarios. Furthermore, the role of a growth or fixed mindset in social embeddedness may depend on the prevailing mindset norms within each class.

Recent evidence utilizing both human social networks and fMRI data suggests that people are more likely to be closer to those with similar neural representations. However, it remains unclear whether this closeness is driven by neural similarity (homophily hypothesis) or if individuals become similar as a result of their social connections (social influence hypothesis). To elucidate the causal direction, we tested whether brain functional connectivity predicts future social distance. Data from the Korean Study of Adolescent Health (KSAH) were analyzed. At Time 1 (T1), 141 first-year high school girls in South Korea participated in a social network survey, nominating up to seven individuals with whom they discussed important matters. School-level social networks were constructed based on nominations restricted to within-school ties. Among these participants, 58 were enrolled in a brain MRI study. Eight months later (T2), participants completed the same network survey. The final analytical sample included 55 participants with both T1 brain fMRI and T2 social network data, yielding 1,485 dyads for analysis. Partial least squares regression, validated through 10-fold cross-validation, was used to predict social distance from neural similarity. The predicted social distance from both resting-state and movie-watching fMRI was strongly correlated with observed social distance (r = .60). While we cannot conclusively rule out reverse causation, it was confirmed that, at least among middle adolescents, worldview (cultural view) influences the formation of friendships.

Previous research across multiple disciplines has documented the positive nexus between good peer relationships in the classroom and learning. Robust social networks create inclusive learning environments, enhance academic performance of more fragile students, build children’s confidence, and foster resilience in young learners. In this study, we examine how structural position in classroom’ networks influence mathematics performance among 3rd grade primary students. We hyphotize that “peer” interactions facilitate mutual support, thereby affecting academic outcomes. Moreover, we consider the relevance of student “pairing” based on different aspects of homophily/heterophily patterns.

Data were collected as part of the MATES project (https://www.progetto-mates.it/), funded by the Italian Ministry of University in 2022. A total of 3,316 students from 180 classes across 78 schools in Milano and Napoli participated in our study. At the beginning of the school year 2024/2025, students completed a questionnaire that gathered personal background information (e.g., gender, preschool attendance, family background), attitudes toward mathematics (using a psychological scale), cultural habits (e.g., sports, playing musical instruments, television viewing), and responses to ego-alter questions used to define the classroom’s overall social network.

Using standardized mathematics test scores as our outcome measure, and collected from national INVALSI procedure, we assess the influence of students’ positions within the classroom network while controlling for several individual factors. Our findings show both expected and unexpected correlations, offering insights about the not linear influence of pupils' networks on their educational outcomes.

Network, norms, and trust constitute three important dimensions of social capital. The strength of social network in Indian society has tremendous value for the individual and groups. Be it a village, a small town or a large city, Indian children grow up playing together with other children in the common areas of colony/apartment. They then go on to have multiple groups of friends in school and colleges. Apart from spending time with family and relatives, they spend a considerable amount of time with their friends. However, every child doesn’t have a similar amount of social network (positive or negative). In addition, with the emergence of digital media and high penetration of mobile network/internet connection, Gen Z is spending more time online. There is an increasing perception that Gen Z isn’t spending as much time with offline social networks as their predecessors, which may be affecting their wellbeing. This study aims to explore the relationship between positive and negative offline social networks of Gen Z college students and their physical, mental, academic and social wellbeing. The study assumes that higher positive social network and lower negative social network leads to higher personal, mental, and social wellbeing of the Gen Z college students. The study adopts a mixed-method approach. The quantitative data has been collected through a structured questionnaire (based on established scales) from Indian UG students. The qualitative data is collected using a semi-structured interview schedule through a personal/telephonic interview. Quantitative data has been analyzed using structural equation modeling and qualitative data has been analyzed using thematic analysis involving certain techniques from grounded theory approach such as initial coding, focused coding and generating categories. The result shows a complex relationship between social networks and different aspects of wellbeing. The width and intensity of positive relationships is directly and positively related to physical, mental and social wellbeing but not necessarily to academic performance. The qualitative study suggests that Gen Z prefers lesser but closer offline relationships. The results are extremely useful to the counselling services of colleges and universities.