Causal explanation of children's social skills based on economic capital with regard to the mediating role of family social capital among parents of primary school students in Yazd

Subject Areas : social psychology

alireza  sharifi ardani ¹ (PhD Student, Department of Educational Psychology, psychology and Educational Science Faculty, University of shiraz, shiraz, Iran۱)
Marzieh  Asnanasharieh ² (M.A. in School Counseling, Department of Counseling, Islamic Azad University, Ardakan Branch, Yazd, Iran.)
Elham  sharifi ardani ³ (M.A. in Family Counseling, Department of Counseling , University of Isfahan, Isfahan, Iran)
Masoumeh  Dashtabadi ⁴ (PhD Student, Department of Counseling, Islamic Azad University, Yazd, Iran.)
Fatemeh  Abdari Tafti ⁵ (MSc in human resources education and improvement, Department of Psychology & Educational Science, ‎Faculty of Humanities. Imam Javad University ‎College, Yazd, Iran)

Received: 2022-03-21 Accepted : 2022-08-03 Published : 2022-06-22

Keywords: Economic Capital# Family Social Capital# children's social skills,

Abstract :

People who experience less opportunities to socialize with others have less social skills and avoid social interactions by failing to socialize. The family has a very important role in providing opportunities for socialization and the formation of social skills in children, therefore, the purpose of this study was to explain the causal social skills of children based on economic capital with respect to the mediating role of family social capital. The research method is descriptive-correlational. The statistical population was the parents of elementary Public Schools students in Yazd in the academic year 2020-2021. 500 people were considered Sample size According to Klein (2015) based on selecting a sample size of 2.5 to 5 times the number of items, the sampling method was multi-stage clustering, of which 419 people completed the questionnaires. The research instruments included Garsham and Elliott (1990) Social Skills Questionnaire, Akbari Family Social Capital (2014) and a researcher-made economic capital questionnaire. SPSS software version 23 was used to analyze the data and AMOS software was used to perform structural equations. The findings showed that the direct effect of economic capital on social skills (p = 0.015; β = -0.25) is negatively significant and economic capital positively and directly predicts family social capital (p = 0.002; β = 0.55). Family social capital directly predicts children's social skills (p = 0.002; β = 0.67). Findings showed that the indirect effect of economic capital on children's social skills is significant through family social capital (p = 0.002; β = 0.37) and according to the variance accounted for index (VAF = 100%), this mediation role is complete. The calculated fit indices are in the acceptable range (NFI = 0.95, RMSEA = 0.049). In the present research model, the coefficient of explanation of social skills (R2 = 0.33) and social capital (R2 = 0.30) Based on the results of the present study, it can be concluded that economic capital alone does not play a positive role in the social skills of children and this capital when combined with family social capital can lead to social skills in children.

References:

اکبری، ن. (1393). سنجش رابطه سرمایه اجتماعی خانواده و شهروندی فعال جوانان مجرد 18-32 سال شهر تهران. پایان‌نامه کارشناسی ارشد، تهران: دانشگاه الزهرا (س).

درفشان، مریم. و یوسفی، فریده. (1394). بررسی رابطه بین ابعاد خود کارآمدی فرزندان با سرمایه فرهنگی، اجتماعی و اقتصادی خانواده. جامعه‌شناسی کاربردی، 20(66)، 91-114.

سفیری، خ.، کمالی، ا.، و مصلح، ن. (1394). بررسی رابطه سرمایه اجتماعی خانواده و مشارکت دینی با هویت دینی نوجوانان. مجله جامعه‌شناسی ایران، 15،3‏،162-198.

عباسی اسفجیر، ع.، و خطیبی، ف. (1395). هنجاریابی سیستم درجه‌بندی مهارت‌های اجتماعی گرشام و الیوت (1990) برای کودکان پیش‌دبستانی شهر آمل. روان‌سنجی، 5،17، 77-96.

متقی، زینب،. حقیقتیان، منصور. و اسماعیلی، رضا. (1400). رابطۀ بین سرمایه‌های اجتماعی و فرهنگی والدین با مهارت‌های اجتماعی دانش‌آموزان دورۀ متوسطۀ اول شهرضا (97-98). فصلنامه مطالعات فرهنگ – ارتباطات، 22(55)، 153-176.

 

Angélico, A., Paulo, C. J., Alexandre S. & Louriero, S. R. (2013). Social anxiety disorder and social skills: A critical review of the literature. International Journal of Behavioral Consultation and Therapy, 7 (4), 16–33.

Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55(1), 83–96.

Bourdieu, P. (1986). The forms of capital. In J. Richardson (Editor), Handbook of Theory and ‎Research for‏ ‏Sociology of Education. Greenwood, New York. 241-258.‎

Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Theoretical model of human development (pp. 793-828). New York, NY: John Wiley.

Coleman, J. S. (1990). Commentary: Social Institutions and Social Theory. American Sociological Review, 55(3), 333.‎

Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the ‎socioeconomic context of human development. Annual Review of ‎Psychology, 58, 175–199.‎

Dufur, M. J., Parcel, T. L., & McKune, B. A. (2013). Does capital at home matter more than capital at school? The case of adolescent alcohol and marijuana use. Journal of drug issues, 43(1), 85-102.

Funakoshi, Y., Xuan, Z., Isumi, A., Ochi, M., & Fujiwara, T. (2021). The association of community and individual parental social capital with behavior problems among children in Japan: Results from A-CHILD longitudinal study. Social Psychiatry and Psychiatric Epidemiology, 56(1), 119-127.

Gresham F. M., & Elliott S. N. (1990). Social Skills Rating System: Manual. Circle Pines, MN: American Guidance.

Gresham, F. M., & Elliott, S. N. (1989). Social skills assessment technology for LD students. Learning Disability Quarterly, 12, 141–152.

Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the Social ‎Skills Rating System to the Social Skills Improvement System: Content and psychometric ‎comparisons across elementary and secondary age levels. School Psychology Quarterly, 26(1), 27–‎‎44‎‏.‏

Hair, J. F., Hult, G. M., Ringle, C. M., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). SAGE Publications, Inc.

Henriques, G. (2016). The behavioral shutdown theory of depression. Psychology Today.‎

Hoffmann, J. P., & Dufur, M. J. (2018). Family social capital, family social bonds, and juvenile delinquency. American Behavioral Scientist, 62(11), 1525-1544.

Hosokawa, R., & Katsura, T. (2017). A longitudinal study of socioeconomic status, family processes, and child adjustment from preschool until early elementary school: the role of social competence. Child and Adolescent Psychiatry and Mental Health, 11(1), 1-28.

Kamper-DeMarco, K. E., Shankman, J., Fearey, E., Lawrence, H. R., & Schwartz-Mette, R. A. (2020). Linking social skills and adjustment. Social Skills Across the Life Span, 47–66.

Kassim, J., & Hutagalung, F. D. (2020). Socioeconomic Status (Ses) Differences In Preschoolers’ Social Skills. Journal of Nusantara Studies (JONUS), 5(2), 303-328.

Khanam, R., & Nghiem, S. (2016). Family income and child cognitive and noncognitive development in Australia: Does money matter? Demography, 53(3), 597–621.

Kingery, J. N., Erdley, C. A., & Scarpulla, E. (2020). Developing social skills. In Social Skills across the Life Span, 25–45.

Kline, R. B. (2015). Principles and practices of structural equation modeling (Forth Eds.). NewYork: Guilford.

Kyung, L. W., & Sun Joo, Y. (2020). Adolescent extracurricular activity participation: associations with parenting stress, mother–adolescent closeness, and social skills. Children and Youth Services Review, 116(6), 105-110.

Larson, K., Russ, S. A., Nelson, B. B., Olson, L. M., & Halfon, N. (2015). Cognitive ability at kindergarten entry and socioeconomic status. Pediatrics, 135(2), e440–e448.

Mohamed, S., & Toran, H. (2018). Family socioeconomic status and social-emotional development among young children in Malaysia. Journal of Applied Science, 18(3), 122–128.

Orr, A. J. (2003). Black-White Differences in Achievement: The Importance of Wealth. Sociology of Education, 76(4), 281–304.

Parcel, T. L. & Dufur, M. J. (2001). Capital at home‏ ‏and at school: Effects on child social adjustment.‎‏ ‏Journal of Marriage and ‎Family, 63, 32 – 47.‎

Parcel, T. L., Dufur, M. J., & Zito, R. C. (2010). Capital at home and at‎‏ ‏school: A review and synthesis. Journal of Marriage and ‎Family, ‏‎72, 828–846.‎

Paulsen, M. B., & St. John, E. P. (2002). Social class and college costs: Examining the financial nexus between college choice and persistence. Journal of Higher Education, 73(2), 189-236.

Putnam, R. (2000). Bowling Alone: The Collapse and Revivial of‏ ‏American Community. New York: Simon and Schuster‎.

Ra, E. (2014). Understanding the Role of Economic, Cultural, and Social ‎Capital and Habitus in Student College Choice: An Investigation of ‎Student, Family, and School Contexts.‎ [Doctoral dissertation University of Michigan].

Vandewater, E. A. & Lansford, J. E. (2005). A family process model of problem behaviors in adolescents. Journal of Marriage and Family, 67, 100 – 109.