The association of social capital with depression and quality of life in school-aged children

Social capital is an important factor that affects mental health. The purpose of this study was to examine the relationship between social capital and depression and between social capital and quality of life (QoL) in children in elementary and junior high school and to examine how this relationship differs in relevant patterns at both the individual- and school-level. The study was conducted in all elementary and junior high schools in a single municipality; the subjects consisted of 3,722 elementary school and 3,987 junior high school students (aged from 9 to 15). A multilevel linear mixed effect model analysis revealed that all three subscales of social capital were associated with depression and QoL at the individual-level: The school social capital at the individual-level showed the strongest association with depression and QoL. We also found that some of social capital at the school-level was associated with depression and QoL. An interactive effect was observed between educational stage (elementary and junior high) and some of social capital subscales. Specifically, the inverse association between school social capital and depression was stronger among the junior high students, while the positive association between school and neighborhood social capital and QoL was stronger among the elementary students. These interactions suggest that social capital impacts depression and QoL differently in elementary and junior high students. These findings suggest that the degree of association of social capital domains differs in mental health among the educational stage.

Pediatric health-related quality of life and school social capital through network perspectives

Background Despite their importance in population health among children and adolescents, our understanding of how individual items mutually interact within and between pediatric health-related quality of life (HRQOL) and school social capital is limited. Methods We employed network analysis in a general population sample of 7759 children aged 9–15 years to explore the network structure of relations among pediatric HRQOL and school social capital items measured using validated scales. Furthermore, network centrality was examined to identify central items that had stronger and more direct connections with other items in the network than others. Network structure and overall strength of connectivity among items were compared between groups (by sex and age). Results Our analysis revealed that the item related to school/academic functioning and the item related to shared enjoyment among students had the highest strength centrality in the network of HRQOL and school social capital, respectively, underpinning their critical roles in pediatric HRQOL and school social capital. Additionally, the edge connecting “I trust my friends at school” and “trouble getting along with peers” had the strongest negative edge weight among ones connecting school social capital and pediatric HRQOL constructs. Network comparison test revealed stronger overall network connectivity in middle schoolers compared to elementary schoolers but no differences between male and female students. Conclusion The network approach elucidated the complex relationship of mutually influencing items within and between pediatric HRQOL and school social capital. Addressing central items may promote children’s perceived health and school social capital.

Connection between Social Capital and Sport Success of Young Tennis Players

Young athletes are influenced by different physical, psychological, and social factors. Social factors significantly impact a young athlete’s growth. Parents, coaches, and schools are important factors in young athletes’ sports careers. Achieving sport success without their support would be a real challenge. Social capital is a resource that comes from social relationships and social networks. It is a resource that impacts athletes and sports performance. The aim of this study was to determine the connection between social capital and competitive success in young tennis players. This research was conducted with participants of an ITF (International Tennis Federation) junior tournament in tennis. Research included 75 tournament players (N = 36 girls, age: 15.54 ± 1.29 years; N = 39 boys, age: 16.13 ± 0.98 years). Participants filled out a questionnaire which evaluated their social capital. Social capital predictors were significant predictors of sporting success (13.1% variance explained), which indicated that there is a moderate association between social capital indicators and sport success in young tennis players. Sports performance was higher with a higher degree of family and sports team social capital among girls. It was higher with a lower school social capital among boys. Intervention that leverages social capital might serve as an avenue for performance promotion in youth.

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.

Social Capital Analysis as a Pattern of Developing Islamic Education in an Integral School Lukman al-Hakim Surabaya

This research seeks to uncover the strategy of development of work ethic and the spirit of learning of students at Islamic educational institutions at the Integral School of Lukman al-Hakim, Surabaya. The significance of this research lies in the thesis that concluded that as great as any renewal made by education, both public and Islamic, the conception of curriculum, concepts, management, methodologies, if not sustained by the spirit of the child Students to change, the change is futile. One of the students’ spirit analyses is social capital. It is proven in many quality education institutions with students who achievers apply the model of social capital development of students as the main gate. This research is an emperor who is approached by a qualitative approach to analysis. The data retrieval technique uses two methods; Documentation and observation. The researcher’s position in this regard as a participatory observer. After conducting the research, We found some final findings. Social capital analysis of students consists of social capital in community and social capital at school. Social Capital in the community consists of 1) genealogical Trust (belief in offspring), which is the assessment of society on the family of students and has a strong influence on the learning power of Students 2) Stimulation Trust (trust On stimulation). Social capital in this aspect is the optimism of parents and families to the students, 3) collaboration, meaning cooperation between students with families, with their fellow students, fellow learners but different levels and so on, and 4) values and norms. The last social capital of the community is concerned about the social norms that are so complex. Secondly, the social capital in the school consists of four things, namely mutual trust, networking, interaction or communication, value, and norms.

Do Students’ Perceptions of Unsafe Schools and Experiences With Bullying Hinder the Effects of Family and School Social Capital in Deterring Violence?

Prior research establishes that capital investments from both families and schools are imperative for youths’ socialization and development. Yet current research neglects to test if negative perceptions and negative experiences during adolescence may hinder the effectiveness of family and school capital on adolescent and young adult behavioral outcomes. Drawing from ecological systems theory and social capital theory, I examine the influence of youths’ perceptions of schools’ safety, bully victimization, and family and school social capital predicting violence. I use data from multiple waves from the National Longitudinal Survey of Youth (1997) ( N = 4,130). I find that the bonds between youths and their families and youths and their schools are important agents of social control. However, my findings suggest that being the victim of bullying may influence the process through which bonds to conventional institutions help prevent problem behaviors. This suggests that a theoretical approach that considers investments in youths from multiple contexts and youths’ experiences with victimization may be better suited for predicting adolescent and young adult violence.