Despite visions of social network technology (SNT) for collaborative knowledge construction, recent research in secondary schools suggest that students use these tools mainly for knowledge sharing of study-related artifacts. We extend these findings to higher education settings and report on two survey studies that map characteristics of students' self-directed use of SNTs for study purposes, in undergraduate university programs (N = 264) and teacher training colleges (N = 449). The combined findings confirm that students use SNTs extensively for uploading, linking and downloading study-related artifacts in peer-directed SNT groups. They regard these practices positively and believe they improve academic achievements. Sharing was predicted by positive attitudes toward sharing and collectivist value orientations, motivated overall by prosocial reasons and less frequent in competitive study programs. Use of shared materials was associated with performance-avoidance achievement goals and lower GPA. Findings, directions for future research and implications are discussed in the context of learning theories, as well the knowledge sharing literature.

尽管有社交网络技术（SNT）用于协作知识构建的愿景，但最近在中学中的研究表明，学生主要将这些工具用于与学习相关的工件的知识共享。我们将这些发现扩展到高等教育环境，并报告了两项调查研究，这些调查研究了大学本科课程（N  = 264）和师范学院（N = = 449）。合并的结果证实，学生广泛使用SNT在同等指导的SNT组中上载，链接和下载与研究相关的工件。他们积极地对待这些做法，并相信他们会提高学业成绩。共享是通过对共享和集体主义价值取向的积极态度来预测的，总体上是由亲社会的原因驱动的，并且在竞争性学习计划中的频率较低。共享材料的使用与避免绩效目标和降低GPA有关。在学习理论以及知识共享文献的背景下讨论了发现，未来研究的方向和启示。