After the transition to university, students need to build a new peer network, which helps them to adapt to university life. This study investigated to what extent students’ prosocial attitudes and academic achievement facilitate the embeddedness in friendship and help-seeking networks, while taking structural network characteristics into account. Participants were 95 first-year bachelor’s degree students and were part of learning communities consisting of 12 students at a university in the Netherlands. Measures included student-reports of prosocial attitudes, peer nominations of friendship and help-seeking networks, and officially registered grades (GPA). Longitudinal social network analysis, stochastic actor-based modeling with the package RSiena, revealed that both students’ own prosocial attitudes and achievement played a role in their friendship formation, whereas only students’ own achievement made the formation of their help-seeking relationships more likely. When students were friends, it was more likely that they approached each other for help and vice versa. Similarity in achievement level contributed to relationship formation in friendship and help-seeking networks. Overall, the results underscore the importance of both student’ prosocial attitudes and achievement for their social adjustment (i.e., making friends) and only achievement for their academic adjustment (i.e., seeking help) during the first year of university within the context of small-scale teaching.

过渡到大学后，学生需要建立一个新的同伴网络，以帮助他们适应大学生活。这项研究调查了学生的亲社会态度和学业成就在多大程度上促进了友谊和求助网络的嵌入，同时考虑了结构性网络的特征。参与者是95名一年级学士学位学生，并且是由荷兰一所大学的12名学生组成的学习社区的一部分。措施包括学生对亲社会态度的报告，对同伴的友谊和寻求帮助的提名以及正式注册的成绩（GPA）。纵向社交网络分析，使用RSiena软件包进行基于随机参与者的建模，揭示了学生的亲社会态度和成就都在他们的友谊形成中发挥了作用，而只有学生自身的成就才使得他们形成求助关系的可能性更大。当学生成为朋友时，他们更有可能互相帮助，反之亦然。成就水平上的相似性有助于建立友谊和寻求帮助网络中的关系。总体而言，结果强调了学生的亲社会态度和成就对于他们的社会适应（即，结识朋友）的重要性，并且仅是在大学第一年内，在小学生的背景下，对于他们的学术适应（即，寻求帮助）的重要性。规模教学。当学生成为朋友时，他们更有可能互相帮助，反之亦然。成就水平上的相似性有助于建立友谊和寻求帮助网络中的关系。总体而言，结果强调了学生的亲社会态度和成就对于他们的社会适应（即，结识朋友）的重要性，并且仅是在大学第一年内，在小学生的背景下，对于他们的学术适应（即，寻求帮助）的重要性。规模教学。当学生成为朋友时，他们更有可能互相帮助，反之亦然。成就水平上的相似性有助于建立友谊和寻求帮助网络中的关系。总体而言，结果强调了学生的亲社会态度和成就对于他们的社会适应（即结识朋友）的重要性，并且仅在大学第一年的学习中，对于小学生而言，其亲社会态度和成就（即寻求帮助）的重要性就很重要。规模教学。