Adolescents social capital and academic performance: A comprehensive study on the mediating effect of social belongingness and connectedness

Abstract

ABSTRACT Adolescence recognised as the peroid of transition characterised by a changing environment. The inadequate attention given to adolescent social relationships and resources makes it crucial for investigation in the field of behavioral sciences. The individual’s instinct for collective survival through the establishment of social relationships enhances the significance of connectedness and belongingness in the process of resource accumulation. This study aims to investigate the mediating role of social belongingness and connectedness in the relationship between social capital and academic performance within the educational context. The research employs a cross-sectional approach utilizing a quantitative descriptive research design and stratified sampling methodology. Approximately, 200 samples were gathered through a questionnaire administered to middle-aged adolescents aged 12-15 years from multiple schools in Salem district. The study findings indicate a statistically significant association between social capital, belongingness, connectedness, and academic performance of the individuals within the school environment. Furthermore, social capital was predicted and mediated by sense of belongingness and connectedness. The study concludes that the dual relationship between individuals’ social capital and academic performance facilitates enhanced access to resources and opportunities, favouring both individuals’ and society as a whole.