Too Much of a Good Thing: Social Capital and Academic Stress in South Korea

In intense academic environments such as in South Korea, students experience extreme levels of academic stress. This stress peaks as students prepare for the college entrance exam in the final year of high school. Stress is associated with a host of negative outcomes, and academic stress is the leading cause of suicidal ideation among youth in South Korea. Research suggests that in high-stress contexts such as this, social capital can improve academic success and mental health, while reducing risky or deviant behaviors. However, this research has predominantly focused on Western contexts. Because of the unique intensity of educational pursuits and intense investment in education by parents, South Korea provides a compelling case for research on the effects of family and school social capital on youth academic stress. Using data from the Korea Youth Panel Survey (N = 2753), we find that particular components of family and school social capital can both reduce and exacerbate academic stress. While measures of closeness and connection to parents reduced academic stress, school social capital had a limited impact on academic stress. Furthermore, there may be a limit to the effectiveness of social capital to help with academic stress before it becomes too much of a good thing.

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Skilled Migrants as Human and Social Capital in Korea

Asian Survey ◽

10.1525/as.2019.59.4.673 ◽

2019 ◽

Vol 59 (4) ◽

pp. 673-692 ◽

Cited By ~ 2

Author(s):

Gi-Wook Shin ◽

Joon Nak Choi ◽

Rennie J. Moon

Keyword(s):

Social Capital ◽

South Korea ◽

Foreign Students ◽

Skilled Labor ◽

Global Competitiveness ◽

Highly Skilled ◽

Using Data ◽

Human And Social Capital

South Korea faces a shortage of highly skilled labor, but with a low tolerance for diversity, it lags behind in its global competitiveness to retain mobile skilled talent. Using data on foreign students and professionals, we demonstrate the potential of skilled migrants as both human and social capital for Korea and suggest that the country is poised to adopt a study-bridge-work framework to compensate for its competitive weaknesses.

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Model Pembelajaran Teams Games Tournaments (TGT) untuk Meningkatkan Hasil Belajar Siswa

PHILANTHROPY Journal of Psychology ◽

10.26623/philanthropy.v3i2.1622 ◽

2019 ◽

Vol 3 (2) ◽

pp. 110

Author(s):

Suwarno Suwarno

Keyword(s):

Social Capital ◽

Academic Success ◽

Service Learning ◽

Learning Outcomes ◽

School Effectiveness ◽

Social Trust ◽

Building Blocks ◽

Learning Model ◽

Committee Report ◽

The Impact

Abstract. This study aims to determine the effectiveness of the Teams Games Tournament (TGT) learning model to improve student learning outcomes. This research is important because the lecture learning model makes learning meaningless so it impacts on low learning outcomes. This research uses quasi experiment using control class and experimental class. Respondents in this study were students of class X SMK 8 Semarang Academic Year 2017/2018. Sample selection using random sampling, class X1 is used as a control class and X2 is an experimental class. The experimental class was given an intervention by learning Teams Games Tournaments (TGT), while the control class used lecture learning. The effectiveness of the model was measured by the student test analysis method. then analyzed by completeness test and average difference test. The findings of this study are the learning outcomes of experimental class students achieving better learning outcomes than classes using the lecture method.Keywords: Learning Model, Teams Games Tournaments (TGT). Students Daftar Pustaka Bofota, Y. B., & Bofota, Y. B. (2017). The impact of social capital on children educational outcomes : the case of Tanzania The impact of social capital on children educational outcomes : The case of Tanzania.Cahuc, P., Shleifer, A., & Algan, Y. (2014). Teaching Practices and Social Capital. (6052).Catts, R., & Ozga, J. (2015). What is Social Capital and how might it be used in Scotland ’ s Schools ? (36).Flint, N. (2017). Full report Schools , communities and social capital : building blocks in the ’ Big Society ’ Contents.Goddard, R. D. (2016). Relational Networks , Social Trust , and Norms : A Social Capital Perspective on Students ’ Chances of Academic Success. 25(1), 59–74.Eddy Prasongko, 2017. Team Game Tournament. Bandung. Jawa BaratEndang Poerwanti, dkk. 2008. Asesmen Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalHargreaves, A. (2015). School Social Capital and School Effectiveness. 37, 119–136.Kurnia, Inggridwati. dkk. 2018. Perkembangan belajar peserta didik. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalPurwanto. M Ngalim. 2015. Psikologi Pendidikan. Bandung: PT Remaja RosdakaryaSiddiq, M. Djauhar. 2018. Pengembangan Bahan Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.Sugiyono, 2005. Metode Penelitian Kuantitatif, Kualitatif dan Rn D, Bandung AftabetaLash, D., & Belfiore, G. (2017). 5 Essentials in Building Social Capital Report 4 of the MyWays Student Success Series. (October).Mikiewicz, P., Jonasson, J. T., Gudmundsson, G., Blondal, K. S., & Korczewska, D. M. (2011). Comparative research between Poland and Iceland.Schlesselman, L., Borrego, M., Bloom, T. J., Mehta, B., Drobitch, R. K., & Smith, T. (2015). An Assessment Of Service-Learning In 34 US Schools Of Pharmacy Follow Up On The 2001 Professional Affairs Committee Report. American Journal of Pharmaceutical Education, 79(8). https://doi.org/10.5688/ajpe798116

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Measurement invariance of the Center for Epidemiologic Studies Depression Scale in parents of individuals with disabilities

Social Behavior and Personality An International Journal ◽

10.2224/sbp.8257 ◽

2019 ◽

Vol 47 (10) ◽

pp. 1-9

Author(s):

Eun-Young Park ◽

Joungmin Kim

Keyword(s):

South Korea ◽

Measurement Invariance ◽

Factor Model ◽

Panel Study ◽

Depression Scale ◽

Epidemiologic Studies ◽

Fit Indices ◽

Chi Square ◽

Using Data ◽

Invariance Model

We aimed to verify the factor model and measurement invariance of the abbreviated Center for Epidemiologic Studies Depression Scale by conducting a confirmatory factor analysis using data from 761 parents of individuals with intellectual disabilities who completed the scale as part of the 2011 Survey on the Actual Conditions of Individuals with Developmental Disabilities, South Korea, and 7,301 participants from the general population who completed the scale as part of the 2011 Welfare Panel Study and Survey by the Ministry of Health and Welfare, South Korea. We used fit indices to assess data reliability and Amos 22.0 for data analysis. According to the results, the 4-factor model had an appropriate fit to the data and the regression coefficients were significant. However, the chi-square difference test result was nonsignificant; therefore, the metric invariance model was the most appropriate measurement invariance model for the data. Implications of the findings are discussed.

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Are family, neighbourhood and school social capital associated with higher self-rated health among Croatian high school students? A population-based study

BMJ Open ◽

10.1136/bmjopen-2014-007184 ◽

2015 ◽

Vol 5 (6) ◽

pp. e007184-e007184 ◽

Cited By ~ 18

Author(s):

D. Novak ◽

E. Suzuki ◽

I. Kawachi

Keyword(s):

High School ◽

Social Capital ◽

High School Students ◽

Population Based ◽

School Students ◽

Population Based Study ◽

Self Rated Health ◽

School Social Capital

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Academic Stress and Study Habits of Health Science University Students

Journal of Health and Allied Sciences NU ◽

10.1055/s-0041-1730746 ◽

2021 ◽

Author(s):

Sukesh Shetty ◽

Neetha Kamath ◽

M. Nalini

Keyword(s):

Academic Success ◽

Nursing Students ◽

University Students ◽

Undergraduate Students ◽

Sampling Technique ◽

Academic Stress ◽

Study Habits ◽

Health Science ◽

Pharmacy Students ◽

Cross Sectional

Abstract Introduction Academic stress and study habits are crucial indicators of academic success. At the moment, faulty study habits press on the students into academic stress. The present study was conducted to identify the academic stress and study habits of university students of health science. Methods This cross-sectional descriptive survey was conducted among 150 undergraduate students of nursing, physiotherapy, and pharmacy (n = 50 in each group). A stratified random sampling technique was used to select the study participants. The information on academic stress and study habits was collected by using the Student Stress Inventory and Palsane and Sharma Study Habit Inventory, respectively. Results Mean score of academic stress was found to be 75.353 ± 16.463. Pharmacy students had a higher level of stress compared to physiotherapy and nursing students (p = 0.013). Furthermore, the prevalence of unsatisfactory study habits among undergraduate students was 72%, with a mean score of 52.7 ± 9.152. Also, nursing students had a higher level of study habits compared to physiotherapy and pharmacy Students. There was no significant relationship found between study habits and academic stress (r = −0.048, p = 0.557). There was a significant association found between study habits and gender (p = 0.021), as well the association found between stress level and course type, Pre-University Course percentage, and first-year percentage (p = 0.044, 0.04, and 0.044 respectively). Conclusion Academic stress and poor study habits are prevalent among undergraduate students. This indicates strategies need to be formed to enhance healthy study habits and alleviate the academic stress of the students, mainly in professional courses; it is an urgent need.

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Social capital formation and local capture in decentralization

Progress in Development Studies ◽

10.1177/146499340800900106 ◽

2009 ◽

Vol 9 (1) ◽

pp. 63-79 ◽

Cited By ~ 2

Author(s):

Akiko Abe

Keyword(s):

Social Capital ◽

Civil Society ◽

Analytical Framework ◽

Capital Formation ◽

Social Knowledge ◽

Alternative Communication ◽

Local Leadership ◽

Using Data ◽

Communication Methods ◽

Local Capture

This article traces the roots of social capital formation in Zambézia, Mozambique, using data from the fieldwork and introducing the analytical framework of social knowledge, and examines the issues of decentralization in societies with low stocks of social capital. The case of Zambézia suggests that traditions of collective action for common goods and good local leadership can be a key to enhance stocks of social capital. To overcome inequality and the so-called local capture problems in societies with low stocks of social capital, alternative communication methods, public-civil society partnership and more intensified allocation of researchers in the field are recommended.

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Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

Behavioral Sciences ◽

10.3390/bs11070095 ◽

2021 ◽

Vol 11 (7) ◽

pp. 95

Author(s):

Inmaculada García-Martínez ◽

Eufrasio Pérez-Navío ◽

Miguel Pérez-Ferra ◽

Rocío Quijano-López

Keyword(s):

Professional Development ◽

Academic Achievement ◽

Emotional Intelligence ◽

Academic Success ◽

Student Teachers ◽

Educational Achievement ◽

Skills Training ◽

Academic Stress ◽

Teaching Profession ◽

Improve Student Achievement

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

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The Association between Social Capital and Voting Participation in Three Developing Democracies in Africa

Journal of Politics and Law ◽

10.5539/jpl.v11n1p42 ◽

2018 ◽

Vol 11 (1) ◽

pp. 42

Author(s):

Jack Chola Bwalya ◽

Prasanth Sukumar

Keyword(s):

Social Capital ◽

Political Participation ◽

Empirical Research ◽

Positive Influence ◽

African Countries ◽

Developing Democracies ◽

Voting Participation ◽

Using Data ◽

Western Democracies

Numerous empirical research studies posit that social capital has a positive influence on peoples’ political participation. Studies conducted in developed western democracies have revealed that social capital strengthens democratic institutions by impacting both the quantity and quality of citizens’ political participation. However, in the developing democracies of Africa, the effects of social capital on political participation remain under-researched. This paper aims to empirically examine whether the interrelation between social capital and political participation holds true in the developing democracies of Africa. By operationalising the concept of social capital as membership in civic associations, this paper examines the influence of social capital on peoples’ voting participation in three Southern African countries, viz. Botswana, Namibia and Zambia. Using data from the sixth round of the Afrobarometer Survey, this study found that social capital was strongly linked to voting participation in these countries.

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Using Profiles of Human and Social Capital to Understand Adult Immigrants’ Education Needs: A Latent Class Approach

Adult Education Quarterly ◽

10.1177/0741713618802271 ◽

2018 ◽

Vol 69 (1) ◽

pp. 3-23 ◽

Cited By ~ 3

Author(s):

Calonie M. K. Gray

Keyword(s):

Social Capital ◽

Adult Learners ◽

Latent Class ◽

Service Providers ◽

Education Needs ◽

International Assessment ◽

Using Data ◽

Adult Immigrants ◽

Human And Social Capital ◽

The U.S

With the U.S. adult education system providing education services to millions of immigrants annually, understanding the unique skills and assets among adult immigrant learners is important. Using data from the U.S. Program for the International Assessment of Adult Competencies, this study used data on immigrants ( n = 1,873) to identify latent classes along dimensions of human and social capital. Latent class analysis indicated five discrete profiles: High Opportunity, Upskill Ready, Satisfactorily Skilled, Motivated and Engaged, and Highly Skilled. The results provide support for using customized education approaches to capitalize on the collection of assets adult learners have while concurrently increasing education service providers’ capacity to serve.

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Cumulative Risk and Immigrant Youth’s Health and Educational Achievement: Mediating Effects of Inter- and Intra-Familial Social Capital

Youth & Society ◽

10.1177/0044118x17717501 ◽

2017 ◽

Vol 51 (6) ◽

pp. 793-813

Author(s):

Jing Zhang ◽

Jyoti Savla ◽

Hsiu-Lan Cheng

Keyword(s):

Social Capital ◽

Young Adulthood ◽

Family Cohesion ◽

Educational Achievement ◽

Cumulative Risk ◽

Immigrant Parents ◽

School Involvement ◽

Mediating Effects ◽

Parental School Involvement ◽

Using Data

Using data from Children of Immigrants Longitudinal Study, this study examined the longitudinal effects of cumulative risk of immigrant parents on immigrant youth’s health and educational achievement in young adulthood. The mediating effects of intra- (i.e., family cohesion) and inter-familial (i.e., parental school involvement) social capital were also examined. The findings showed that cumulative risk was negatively associated with youth’s health and educational achievement in young adulthood. In addition, parental school involvement mediated the association between cumulative risk and youth’s health and educational achievement. The findings suggest that inter-familial social connections may be a critical intervention target for immigrant youth preventive interventions.

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