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The effect of social capital within a family and students' affective characteristics on academic achievement

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Abstract:

This study analyzes the effect of social capital within a family and students' affective characteristics on academic achievements by using the KELS data of Korea Educational Development Institute collected in the first and third years. Considering the strong bonds between parents and the children in the Korean society, the intent of this study was to examine the effects of social capital as an equalizing mechanism which was expected to overcome the achievement gap caused by the family's socio-economic status. Moreover, it strives to empirically determine the influence of affective characteristics which are known to have close relationship with cognitive academic achievement. By performing multiple regression, this study shows that social capital within the family and affective characteristics influences the academic achievement independently from socio-economic status of the family. In particular, while parental emotional support among the intra-familial social capital has a positive effect, intervention in learning activities actually has a negative effect on academic achievement. This result demonstrates that whereas experiences of having their psychological state respected by parents have a positive effect on academic achievement, parents' attention and fervor for their academics may be perceived as 'intervention' to the adolescents. On the other hand, among the affective characteristics, concentration on learning showed to be the most influential factor on academic achievement, which signifies that improvement in academic achievement can be achieved when the student is deeply involved in the learning process. From the above-mentioned results, this study concludes that social capital of the family can be used to enhance the commitment of the children's learning. Furthermore, it is necessary to study more on the way to support people who are lack in social capital.
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Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492818_index.html
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MLA Citation:

Yi, Kihye. "The effect of social capital within a family and students' affective characteristics on academic achievement" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492818_index.html>

APA Citation:

Yi, K. , 2011-04-30 "The effect of social capital within a family and students' affective characteristics on academic achievement" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492818_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study analyzes the effect of social capital within a family and students' affective characteristics on academic achievements by using the KELS data of Korea Educational Development Institute collected in the first and third years. Considering the strong bonds between parents and the children in the Korean society, the intent of this study was to examine the effects of social capital as an equalizing mechanism which was expected to overcome the achievement gap caused by the family's socio-economic status. Moreover, it strives to empirically determine the influence of affective characteristics which are known to have close relationship with cognitive academic achievement. By performing multiple regression, this study shows that social capital within the family and affective characteristics influences the academic achievement independently from socio-economic status of the family. In particular, while parental emotional support among the intra-familial social capital has a positive effect, intervention in learning activities actually has a negative effect on academic achievement. This result demonstrates that whereas experiences of having their psychological state respected by parents have a positive effect on academic achievement, parents' attention and fervor for their academics may be perceived as 'intervention' to the adolescents. On the other hand, among the affective characteristics, concentration on learning showed to be the most influential factor on academic achievement, which signifies that improvement in academic achievement can be achieved when the student is deeply involved in the learning process. From the above-mentioned results, this study concludes that social capital of the family can be used to enhance the commitment of the children's learning. Furthermore, it is necessary to study more on the way to support people who are lack in social capital.


Similar Titles:
Lean on Me: Social Capital and Academic Achievement for Early Elementary Students

Effect of social capital on academic achievement: Focusing on interaction between social capital and social class

Effect of Family-based Social Capital on StudentsÂ’ Literacy Performance

Effects of Social Capital on Minority and Immigrant Students' School Achievement


 
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