Peer Social Capital Research Articles

Political elite social listening: How Portuguese MPs perceive their own motivations to join and use Twitter/X

Most studies on political actors’ use of Twitter focus on content and social network analysis, but not on their motivations and passive usage. We applied a questionnaire to a significant sample of 94 Members of Parliament (MPs), with a quota sample sized by political party representation in Parliament, to survey their motivations to have or not a Twitter account and their uses. We concluded that MPs see Twitter mostly as a political tool unlike other social media platforms. The most common motivation to join and use Twitter is to read other politicians’ opinions which helps explain why the small Twitter adoption in Portugal does not deter its use as their peers and political elite is on the platform. That twitter elite can even be a motivator to join as their peer social capital is key to re-election in closed list-elections countries such as Portugal.

Family and Peer Social Capital and Child Behavioral Outcomes in Japan.

Child problem behaviors have been linked to immediate and long-term negative outcomes. Research has found that family and peer social capital have a strong influence on child behavioral outcomes. However, most research about social capital and child behavior problems has been conducted in Western contexts. Social capital may influence child behavior problems differently in non-Western sociocultural environments due to different family and peer dynamics. Using a sample from the Japan Household Panel Survey and Japan Child Panel Survey (N = 182), we expand this literature on various forms of social capital to the Japanese context with data that were collected between 2009 and 2014. We examine the relationship of family and peer social capital with children internalizing and externalizing problem behaviors using OLS linear regression. Our results differ from what is commonly found in Western contexts. Whereas family and peer social capital are typically associated with both internalizing and externalizing problem behaviors in Western countries, we find that greater family social capital is associated with decreased externalizing problem behaviors but not internalizing problem behaviors in Japan, and peer social capital has no association on either type of problem behaviors. Our findings emphasize the importance of considering social and cultural contexts when exploring how social capital might encourage prosocial child outcomes.

Adverse childhood experiences and self-esteem among adolescents: The role of social capital and gender.

Adverse childhood experiences have long-lasting effects on the self-esteem of adolescents. However, the extrinsic mechanism linking them to self-esteem, which is more modifiable, has rarely been examined. Therefore, this study examined the mediating roles of family, school, and peer social capital and the moderating role of gender in the association between adverse childhood experiences and adolescent self-esteem. This study involved a cross-sectional survey of first- and second-grade students in the only high school in Wusu, Xinjiang Uygur Autonomous Region, China. Data were collected in May 2023. A sample of 2539 students (M = 16.84 years old; 55.65% female) was included. The measurement models of family, school, and peer social capital were constructed using confirmatory factor analysis. The mediating roles of the three types of social capital and the moderating role of gender were examined using mediation analysis and multiple-group analysis, respectively. Family, school, and peer social capital significantly mediated the relationship between adverse childhood experiences and adolescent self-esteem, and family social capital played the strongest role. Gender significantly moderated the direct effect of adverse childhood experiences on self-esteem. The direct effect was significant only among girls. This study underscores the protective role of social capital for self-esteem among adolescents in Northwestern China and similar areas with relatively limited social services. Comprehensive interventions promoting social capital, especially family social capital, should be conducted to enhance self-esteem among adolescents.

Supporting students’ transition to higher education: the effects of a pre-academic programme on sense of belonging, academic self-efficacy, and academic achievement

ABSTRACT The transition to higher education is a challenging period for many students and requires support. Because students’ backgrounds, such as being a first-generation in higher education student, shape experiences in higher education, it is important to consider these factors when organizing support. Using a quasi-experimental pre-test – post-test design, the current study examined the effects of an online pre-academic programme (PAP) specifically aimed to address background-related challenges, on early academic achievement, sense of belonging, academic self-efficacy, and mobilization of on-campus social capital. Multilevel regression analyses of achievement data (N PAP = 463; N Control = 948) and psychosocial data (N PAP = 115; N Control = 544) indicated a positive effect of PAP on achievement and sense of belonging, but not on self-efficacy. Mediation analyses showed that effects of PAP did not vary according to background factors. Path analysis further showed a positive association of PAP participation and mobilization of peer social capital, which partly mediated the effect on sense of belonging. No associations were found with mobilization of faculty social capital. The results suggest that PAP participation positively affects students’ transition to HE, in terms of early achievement, sense of belonging in HE, and mobilization of peer capital.

Social capital and adolescents who are deaf: Associations with wellbeing, school connectedness, and pragmatics

ABSTRACT This paper explores the associations between different types of social capital and other measures including wellbeing, school connectedness, and pragmatic language. Seventeen adolescents who were deaf or hard of hearing (DHH) from Australia and the United Kingdom completed an online survey and their results were analysed to answer research questions relating to: social capital formation in adolescents who are DHH; associations between social capital, wellbeing, pragmatics, and school connectedness; and the role of identity in social capital formation. Statistical analyses were completed to determine: bivariate correlations between variables; significant differences between the types of social capital measured; and significant differences in social capital according to identity group. Results indicate that overall, adolescents had higher Offline social capital compared to Online social capital, and higher Family social capital in comparison to Peer and Institutional social capital. Additionally, all social capital except Online social capital had strong associations with wellbeing and school connectedness measures. Students who identified as deaf had statistically significant lower levels of social capital than those who identified as hard of hearing or hearing impaired, and bicultural; however, this result may be due to the composition of this small sample. This study indicates that social capital is associated with higher levels of wellbeing and school connectedness and demonstrates that school experiences play an important role in the formation of social capital for students who are DHH.

Socioeconomic Status, Peer Social Capital, and Quality of Life of High School Students During COVID-19: A Mediation Analysis.

This paper investigates how peer social capital mediates associations between socioeconomic status and quality of life among adolescents during the COVID-19 pandemic. Using survey data and school administration records collected at a high school (N = 1,736) in a coastal province in China, the results demonstrate that adolescents’ socioeconomic status is associated strongly with their quality of life. When students were learning at home during COVID-19 school closures, peer social capital exerted a mediating effect on the association between socioeconomic status and quality of life. Most importantly, while peer social capital rooted in the real world seemed to be related positively to higher quality of life, peer social capital in the virtual world led to lower quality of life. These findings suggest that peer social capital might manifest different impact mechanisms for adolescents during the pandemic. Theoretical contributions and policy implications are discussed in this paper.

Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital

Social capital strengthens emerging adults’ ability to reach life goals, but little is known about how peers and near-peers (slightly older and/or more experienced peers who serve in mentorship or coaching roles) support social capital development especially among young people of color. To address this gap, the current study examined how social capital derived from peers and near-peers contributes to emerging adults’ ability to actively mobilize social capital in pursuit of their education or career goals (i.e., self-initiated social capital) and, in turn, their education and career outcomes. A total of 841 emerging adults who participated in one of five community-based education and/or workforce support programs were surveyed (72% female; Mage = 20.1, SD = 1.84; 35% Latinx, 30% Black, 19% Asian, 16% Other). Peer social capital was indirectly associated with outcomes (i.e., progress towards education/career goals, commitment to paying-it-forward, collective efficacy to change systems) via greater self-initiated social capital, whereas near-peer social capital was both directly and indirectly associated with outcomes. The mechanisms by which peer and near-peer social capital support emerging adults as they work towards their goals may differ and have important program implications.

Social Capital, Self-Efficacy, and Healthy Identity Development among Chinese Adolescents with and without Economic Disadvantages

This study analyzed the mediating role of self-efficacy in the relationship between social capital and healthy identity development. In addition, it examined differences between adolescents from families with and without economic disadvantages regarding the role of family, school and peer social capital, and self-efficacy on identity development. A total of 571 students in grades 10 through 12 from 22 high schools whose families faced economic difficulties and 1047 school peers whose families were without economic difficulties anonymously completed a series of measures about family, school and peer social capital, self-efficacy, and healthy identity development. Our data suggested that family, school, and peer social capital were simultaneously positively associated with healthy identity development for youth with family economic difficulties; while for youth without family economic difficulties, only school social capital had a direct effect on adolescents’ healthy identity development. Furthermore, self-efficacy mediated family and school social capital for both groups of young people. Findings suggest the importance of investing in self-efficacy and social capital to promote healthy identities in youth development. In addition, the presented differences in the mechanism for impoverished and non-impoverished groups have implications for service design for different groups of young people. This study underscores the importance of considering both ecological and internal resources when identifying protective factors for youth development and the need to compare the mechanisms among youth from families with and without economic difficulties. It also suggests a few new avenues for future research.

Duration matters: peer effects on academic achievement with random assignment in the Chinese context

This paper goes beyond the most popular perspective of family social capital among existing research and examines the effect of peer social capital on adolescent academic achievement. Using the official data from a Chinese university and taking into account the endogeneity problems, this paper finds that peer academic performance has a significant effect on human capital accumulation among university students. We have different findings, however, from research abroad. First, peer social capital has an indirect rather than a direct effect. Second, the influence of initial randomly assigned peers tends to increase over time. However, this increase of influence is only present among peers from similar social class backgrounds. Among peers from different backgrounds, the influence remains almost unchanged. In addition to this, the influence of peer social capital is not significantly different among students from different social class backgrounds.

Into the realm of social capital for adolescents: A latent profile analysis

BackgroundRecent reports of increasing prevalence of frequent health complaints and mental health problems among adolescents call for directing more attention on determinants of adolescent health. The relationship between health and social capital has gained increased attention since the early 2000’s and research at review level confirms the importance of social capital for health outcomes, despite methodological heterogeneity. The aim of this study was to identify distinct profiles of family, school and peer social capital in a nationally representative sample of adolescents and to explore health outcomes in those profiles.MethodCross-sectional data from the Swedish Health Behaviour of School-aged Children 2013/14 was used for this study. The analytical sample consisted of 7,804 adolescents aged 11-, 13- and 15-years. Items representing sense of belonging and emotional support were assessed in three contexts; family, school and among peers. Latent profile analyses (LPA) were run to determine social capital profiles. Health outcomes included frequent health complaints and life satisfaction, while socioeconomic status and genders were included as predictors.ResultsThe results show that five distinct profiles best represent the data for 11- and 15-year olds, while a four-profile model was optimal for 13-year olds. Some profiles were recurrent between age groups but unique profiles were also found. Health outcomes were significantly different between profiles depending on levels of social capital in the different contexts.ConclusionsThis study provides novel insight into how social capital co-occurs among adolescents within the contexts of family, school and peers and how this translates into differences in health outcomes. The national representativeness of the sample increases the implications of the results and contributes to meaningful insights that help explain the interactions of social capital in multiple contexts, complementing what is previously known about the relationship with adolescent health.

Doctoral Trainee Preferences for Career Development Resources: The Influence of Peer and Other Supportive Social Capital

Doctoral Trainee Preferences for Career Development Resources: The Influence of Peer and Other Supportive Social Capital

Examining food insecurity among high school students: A risks and resources model

Food insecurity is associated with several negative health outcomes, many of which can be detrimental to youth during the vulnerable life stage of adolescence. Among a sample of 1493 high school students, the current study utilizes a risks and resources model to examine ways that risks and resources come together to shape the lives and health of youth, making them more vulnerable or shielding them from food insecurity and its related negative health outcomes. A number of factors are proposed as important correlates of food insecurity measured at four perceived levels of aggregation: individual, family, school/peer, and community. These risks and resources are analyzed using a three-step ordinal regression model. Analyses reveal depression, intact family, student risk, and neighborhood risk are positively related to food insecurity, despite significant sociodemographic differences. In addition, self-esteem, eating meals with family, and peer social capital are all significant and negatively related to food insecurity. Collectively, these findings tell an important story about adolescent food insecurity and the relationships that social and psychological circumstances have with varying levels of food insecurity. This study highlights the importance of children and adolescents as reliable respondents and spokespersons of their own experiences with food insecurity.

The Impact of Social Capital, Self-Efficacy, and Resilience on the Prosocial Involvement of Adolescents from Families with and without Economic Disadvantages

This study examined the effects of social capital, self-efficacy, and resilience on youth prosocial involvement. The investigation was based on a comparative sample of senior middle-school students, including 571 from families with economic disadvantages as the poor group and 1047 without these disadvantages as the non-poor group. The results from the multiple-group structural equation modeling suggest that among family, school, peer, and community social capital, only school social capital has a significant direct effect on prosocial involvement. In addition, community social capital could only indirectly affect prosocial involvement for the poor group, and family social capital could only indirectly affect prosocial involvement for the non-poor group, through self-efficacy and resilience. Compared with self-efficacy, resilience was found to be a more effective mediator between social capital variables and adolescent prosocial involvement. Most of the paths are similar for the poor and the non-poor groups; however, family social capital shows a stronger effect for the poor group, and school social capital has a stronger effect for the non-poor group. These findings have critical implications for theory, practice, and future research.

Does social capital benefit resilience for left-behind children? An evidence from Mainland China

As the largest developing country in the world, China undergoes continuous urbanization, which has led to the increasing number of left-behind children. This study aimed to adopt an ecological framework to explore how social capital embedded in family, peer, school, and community interplay and affect the resilience of left-behind children. Data of 476 (male = 244; female = 232) left-behind children in Chuzhou City, Mainland China were collected through multi-stage cluster random sampling. Structural equation modeling with Amos 21.0 was used to verify the hypothesized model. The results demonstrated that higher levels of family, school, and community social capital were associated with greater resilience of left-behind children. However, peer social capital did not have significant effect on the resilience of left-behind children. In addition, this study found that the community social capital would indirectly influence the resilience of left-behind children through the mediators of family and school social capital. The implications of these findings on theory, social work services and social policy were discussed.

Effects of multi-dimensional social capital on mental health of children in poverty: An empirical study in Mainland China.

Using the data of 1314 underprivileged children in Xiushui, China, this study adopted an ecological framework to explore how social capital embedded in family, peer, school, and community interplay and affect the mental health of poor children. Structural equation modeling was employed to verify the hypothesized model. The results demonstrated that higher levels of family, peer, and school social capital were all associated with better mental health outcomes of children in poverty. Moreover, family, peer, and school social capital fully mediated the effect of community social capital on children's mental health. Theoretical and practical implications were discussed.

Effects of Social Capital in Multiple Contexts on the Psychosocial Adjustment of Chinese Migrant Children

Drawing upon a sample of 772 migrant children and their parents in Shanghai, China, this study used an ecological framework to investigate how social capital embedded in a range of social contexts (i.e., family, school, peer, and community) influenced the psychosocial adjustment of Chinese migrant children. Using structural equation modeling with latent variables, the study results suggested that higher levels of family, school, and peer social capital were all associated with better psychosocial adjustment of migrant children, with school social capital showing the strongest effect. In addition, these three dimensions of social capital also mediated the effect of community social capital on children’s psychosocial adjustment. Implications of these findings for theory, practice, and future research were discussed.

It is risky business: can social capital reduce risk-taking behaviours among disadvantaged youth?

ABSTRACTThis study addresses the gap in the research for sound multidimensional assessment of social capital and its relationship with risk-taking behaviour among youths living in disadvantaged communities. Social capital and adolescent risk-taking outcomes were studied cross-sectionally in 1371 secondary students living in two disadvantaged communities within Australia. First, a multidimensional measure of social capital was developed and tested using confirmatory factor analysis. Then, the associations between social capital and a range of youth risk-taking behaviours were examined using structural equation modelling across five-year groups (Grades 7–12). With a few exceptions, higher levels of social capital and belongingness within the school and community were generally associated with decreases in smoking, alcohol and drug consumption, and physical violence. Some outcomes were more strongly associated with family and peer social capital, while others associated more with neighbour and community social capital, indicating that attempts to build social capital need to be targeted across the whole community. This study supports the notion that social capital can be measured empirically and is beneficial in alleviating many of the detrimental health outcomes commonly associated with risk-taking behaviours during adolescence.

Importance of social capital to student creativity within higher education in China

Drawing on socio-cultural theory, this paper investigates the effects of different sources of social capital on student creativity. A sample of 216 graduate students from a leading Chinese research university were surveyed regarding their social capital and creativity. Our results indicated that the peer, advisor, and expert social capital of graduate students can independently and interactively influence their creativity. Specifically, the three sources of social capital can positively affect creativity. In addition, peer and advisor social capital had a significant joint effect on creativity. However, peer and expert social capital had a negative interactive effect on creativity. The theoretical and practical implications of these findings are discussed in this paper.

Coping with hardship through friendship: the importance of peer social capital among children affected by HIV in Kenya

Children living in households affected by HIV face numerous challenges as they take on significant household-sustaining and caregiving roles, often in conditions of poverty. To respond to their hardships, we must identify and understand the support systems they are already part of. For this reason, and to emphasise the agentic capabilities of children, this article explores how vulnerable children cope with hardship through peer social capital. The study draws on the perspectives of 48 HIV-affected and caregiving children who through PhotoVoice and draw-and-write exercises produced 184 photographs and 56 drawings, each accompanied with a written reflection. The themes emerging from the essays reveal that schools provide children with a useful platform to establish and draw on a mix of friendship structures. The children were found to strategically establish formalised friendship groups that have the explicit purpose of members supporting each other during times of hardship. The children also formed more natural friendship groups based on mutual attraction, with the implicit expectation that they will help each other out during times of hardship. In practice, the study found that children help each other through sharing (e.g. schools material and food) as well as through practical support (e.g. with domestic duties, securing food, and income-generation) — thus demonstrating that children are able to both accumulate and benefit from ‘peer social capital.’ The study concludes that a key coping strategy of HIV-affected and caregiving children is to mobilise and participate in friendship groups which are characterised by sharing and reciprocity of support. Development responses to support children affected by the HIV epidemic need to take heed of children's ability to draw on peer social capital.

Adolescent academic outcomes in school context: Network effects Reexamined

This study examines the role of racial/ethnic segregation and peer effects in shaping educational achievement and attainment, using multi-level modeling on a nationally representative sample of adolescents. As in many prior studies, school socioeconomic composition was a significant predictor of achievement and attainment for students of all racial/ethnic groups. Educational attainment was negatively affected by the concentration of low-income students. However, for some racial/ethnic groups educational attainment increased with higher concentrations of minority students. Furthermore, peer social capital, measured as the average achievement of a peer network, was a significant predictor of both educational achievement and attainment for all racial/ethnic groups. In addition, and counter to some earlier studies, results revealed that segregated peer networks among African-Americans may lead to better academic achievement and attainment than school settings with more integrated friendship networks.