## 1 Introduction
### Current Research  
Existing research has mainly focused on the association between online social networks or a single type of social behavior and academic performance [17; 43]. Achievement prediction studies are mostly based on behavioral patterns, such as life disorders and internet behavioral traits. These studies have paid less attention to comparisons between different categories of peer relationships and their different effects on academic performance, which limits our understanding of the overall social behavior of college students and its impact on academic performance.  
We built a social network among students based on co-dining relationships. The university campus is not only a place of study, but also a core area of college students' lives. Daily activities on campus provide rich scenarios for peer-to-peer interactions. In particular, dining with peers is seen as an important social activity [10]. Although students additionally engage in a variety of peer activities, such as group discussions, library study, or stadium exercises, these activities are less prevalent than dining in the canteen. Therefore, dining together in the cafeteria can be regarded as the main activity of peer interaction among college students, which lays the foundation for the subsequent analysis in this paper [35].  
This study categorized social relationships and explored the link between various types of social relationships and academic performance in both quantitative and qualitative dimensions. Finally, we also tried to predict their academic performance through social relationships.  
The specific research questions are as follows:  
Research Question 1: How does the frequency of various types of socialization vary among students in different academic performance groups?  
Research Question 2: Does the quantity and quality of different types of peers correlate with academic performance?  
Research Question 3: Is it possible to predict students' academic performance through social behavior?  
The contributions of this study are mainly as follows: (1) this study analyzes and compares students' various peer relationships and their associations with academic performance, and explores the possibility of predicting students' academic performance through social networks. These findings can enrich our understanding of the social behavior of college students and extend methods of academic performance prediction. (2) At the theoretical level, this study provides a graph-model paradigm for the study of student behavior on campus. To explore the influence of other factors on students, this can be achieved by adding node attributes to the social graph network. These results help advance data analysis in education and provide empirical support for educational theory. (3) From a practical perspective, the results of this study can assist educational administrators in identifying abnormal behaviors, such as academic difficulties, at the individual level and in making more effective decisions at the overall level.  
The rest of this paper is structured as follows: Section 2 shows the process of data collection and analysis, Section 3 presents the results of the experiments, Section 4 discusses the three topics presented in this paper, and Section 5 presents the conclusions and limitations of this study.