지역사회 취약성과 사회자본이 청소년의 학업성취에 미치는 과정 The process of the influence of neighborhood disadvantage and social capital on adolescents' academic achievement원문보기
The purpose of this study is to examine the process of the influence of neighborhood disadvantage and social capital embedded in community and family on adolescents' academic achievement. Based on social capital theory, this study developed models of mechanisms that neighborhood disadvantage had eff...
The purpose of this study is to examine the process of the influence of neighborhood disadvantage and social capital embedded in community and family on adolescents' academic achievement. Based on social capital theory, this study developed models of mechanisms that neighborhood disadvantage had effects on academic achievement of adolescents, and then tested the models by using the Korean National Child and Adolescent Panel Data(KYPS). The analysis method was the structural equation modeling to test the proposed models. As a result, this study discovered three pathways in terms of adolescents' academic achievement in community context, and indicated a very good fitness in structural equation modeling. Main pathways are shown as follows. First, neighborhood disadvantage was significantly associated with better community social capital, and community social capital, in turn, had significant and positive influence on adolescents' academic achievement. Second, neighborhood disadvantage was significantly associated with lower level of family social capital, and then, family social capital had positive effects on adolescents' academic achievement significantly. Third, neighborhood disadvantage was significantly related to better community social capital. Next, better community social capital was significantly associated with higher ratings of family social capital. Finally, family social capital affected significantly adolescents' academic achievement, as was community social capital. In conclusion, Family social capital was a more suitable mediator and affected adolescents' academic achievement more than community social capital. However, community social capital was a variable relieving negative effect of neighborhood disadvantage on family social capital, and a preceding variable related with family social capital. Furthermore, community social capital had effects on adolescents' academic achievement through family social capital indirectly more so than directly. These findings also suggest implications for social welfare policies and practices promoting adolescents' academic achievement, particularly those living in low-socioeconomic communities. The results from this study propose that in order to prevent negative effect of low-socioeconomic communities, programs should pay attention to community and family social capital that intermediates the influence of neighborhood disadvantage.
The purpose of this study is to examine the process of the influence of neighborhood disadvantage and social capital embedded in community and family on adolescents' academic achievement. Based on social capital theory, this study developed models of mechanisms that neighborhood disadvantage had effects on academic achievement of adolescents, and then tested the models by using the Korean National Child and Adolescent Panel Data(KYPS). The analysis method was the structural equation modeling to test the proposed models. As a result, this study discovered three pathways in terms of adolescents' academic achievement in community context, and indicated a very good fitness in structural equation modeling. Main pathways are shown as follows. First, neighborhood disadvantage was significantly associated with better community social capital, and community social capital, in turn, had significant and positive influence on adolescents' academic achievement. Second, neighborhood disadvantage was significantly associated with lower level of family social capital, and then, family social capital had positive effects on adolescents' academic achievement significantly. Third, neighborhood disadvantage was significantly related to better community social capital. Next, better community social capital was significantly associated with higher ratings of family social capital. Finally, family social capital affected significantly adolescents' academic achievement, as was community social capital. In conclusion, Family social capital was a more suitable mediator and affected adolescents' academic achievement more than community social capital. However, community social capital was a variable relieving negative effect of neighborhood disadvantage on family social capital, and a preceding variable related with family social capital. Furthermore, community social capital had effects on adolescents' academic achievement through family social capital indirectly more so than directly. These findings also suggest implications for social welfare policies and practices promoting adolescents' academic achievement, particularly those living in low-socioeconomic communities. The results from this study propose that in order to prevent negative effect of low-socioeconomic communities, programs should pay attention to community and family social capital that intermediates the influence of neighborhood disadvantage.
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