average number of activities with on-campus friends. For this group of students, it seems that weak social integration is mirrored by weak academic performance. Parental characteristics that may influence a student's college career appear to differ for the mother and the father. Although the educational expectations for students of both parents are related to the students' own degree expectations, only the emotional support of the mother is related to the student's own educational expectations.
There were two positive findings on the relationship between students' on-campus social networks and their academic achievement. The correlation between students' GPAs and their friends' GPAs -- also found in the Antrobus and colleagues study -- can be interpreted either as a tendency to select friends similar to oneself, or as an indication that friends influence each other's performance. Further research on this issue would be useful. In addition, our finding of an association between GPA and average number of activities with on-campus friends -- for the second wave but not the first -- suggests that as the students' networks evolve over time, their more substantial on-campus relationships do contribute to academic achievement, although the overall size of the network seems not to.
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