Student engagement is a significant predictor of student's academic performance that has shown essential benefits for collaborative learning in higher education. Activities of social networking are common practices for college students to pursue a higher academic achievement by taking advantages on collaborative learning. Nevertheless, there is a gap in understanding the relationship between student engagement and academic networking patterns. By involving Social Network Analysis (SNA) based research methods, this quantitative study explored the relationships between these two antecedents of academic performance at the individual level as well as the subgroup level in the construction domain. The self-reported interaction and engagement data used in regression analysis was collected from two construction-related undergraduate classes in the United States. The analysis results revealed positive relationship between student engagement and individual direct social connections with classmates. The subgroup-level correlations indicate that a small-sized low eccentricity network with efficient information exchanges is preferred by students to highly engaged in collaborative learning. These prominent findings suggest student leadership as a core motivator to facilitate all favorable engagement predictors uncovered in this study. A Confirmatory Factor Analysis was conducted to validate the student engagement framework. The author discussed implications for construction educators to focus on network-based interventions to advance understandings of student's needs and recommended effective instructional strategies for construction educators regarding student leadership development to optimize the outcomes of advanced course designs.
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