Abstract
Drawing on network behavior literature, this research examines how business students' extra-classroom social network behavior for learning with peers (i.e., horizontal network behavior) and with the instructor (i.e., vertical network behavior) influences their learning, which in turn affects their grade performance. It also investigates the moderation of perceived instructor support on the relationship between their vertical network behavior and learning. Using data from 163 undergraduate business students, we found that extra-classroom horizontal and vertical network behavior for learning increases their grade performance via enhanced learning. We also found that extra-classroom vertical network behavior is more likely to be positively associated with their learning when they perceive strong instructor support.