The project “Wired into each other” is a three-year longitudinal social network study conducted by the Research Center for Educational and Network Studies (RECENS) of Corvinus University of Budapest and the Hungarian Academy of Sciences. The study involved the collection of a unique, large-scale survey dataset about the evolution of interpersonal relations and various individual behaviours and attitudes in more than 40 student communities from Hungary between 2010 and 2013. The project aimed at a) developing novel measures of informal social networks among students and b) gaining new insight into the social processes shaping adolescent communities. In scope of this, the RECENS team developed a multi-item network questionnaire about peer relations in more than 30 different aspects, including contact, affection, behavioural perceptions, role and status attributions, and bullying. Using this measurement tool, the team collected data of unprecedented depth about the multidimensional nature of social processes in school communities. The dataset allows researchers to study the social mechanisms behind status competition, group formation, ethnic integration (with focus on the Roma minority group), bullying and victimization, school performance, substance use, and other phenomena.The project “Wired into each other” is a three-year longitudinal social network study conducted by the Research Center for Educational and Network Studies (RECENS) of Corvinus University of Budapest and the Hungarian Academy of Sciences. The study involved the collection of a unique, large-scale survey dataset about the evolution of interpersonal relations and various individual behaviours and attitudes in more than 40 student communities from Hungary between 2010 and 2013. The project aimed at a) developing novel measures of informal social networks among students and b) gaining new insight into the social processes shaping adolescent communities. In scope of this, the RECENS team developed a multi-item network questionnaire about peer relations in more than 30 different aspects, including contact, affection, behavioural perceptions, role and status attributions, and bullying. Using this measurement tool, the team collected data of unprecedented depth about the multidimensional nature of social processes in school communities. The dataset allows researchers to study the social mechanisms behind status competition, group formation, ethnic integration (with focus on the Roma minority group), bullying and victimization, school performance, substance use, and other phenomena.

The data collection involved 44 secondary-school classrooms situated in seven schools and four towns in Hungary (n=1768 students). In the sample design phase, schools were selected based on their location (capital, large and smaller towns from one region), the training programmes they offered (vocational, technical, grammar), and their estimated ethnic composition (with the aim of maximizing variability between the classrooms in this dimension). In each of the schools that decided to participate the study, all classrooms in the 9th grade (first secondary-school grade) of 2010-2011 were surveyed at four distinct time points over three years: 1) two months after the beginning of high school – October-November 2010; 2) half a year later – April 2011; 3) a year after the second wave – April 2012; a year after the third wave – April 2013. Survey data was collected using self-administered pen-and-paper questionnaires that were answered in supervised classroom settings. More information about the data collection methods is provided in the uploaded documents.