Title

The extent of family and school social capital promoting positive subjective well-being among primary school children in Shenzhen, China

Document Type

Journal article

Source Publication

Children and Youth Services Review

Publication Date

9-2011

Volume

33

Issue

9

First Page

1573

Last Page

1582

Publisher

United Kingdom

Keywords

Social capital, Relationships, Subjective well-being, Hukou status, Only child status, Urban China

Abstract

This study aimed to examine, first, the extent to which variations in family and school social capital can be explained by child's differing socioeconomic and demographic background and school characteristics; and second, the extent to which family and school social capital in combination might be associated with variations in child subjective well-being in Shenzhen, China. This study was a cross-sectional survey design, using stratified random sampling. A total of 1306 sixth-grade primary school children and their parents were drawn from 16 schools, and a self-administered questionnaire was used. The results suggested that gender difference, the only child status at home and hukou status had impacts on family and school social capital accrued among primary school children in Shenzhen. There were also links between child's perception of connectedness to their parents, peers, and teachers, and their positive child subjective well-being.

DOI

10.1016/j.childyouth.2011.03.024

Print ISSN

01907409

E-ISSN

18737765

Funding Information

Project funded by the City University of Hong Kong, entitled"Investing in Social Capital - How Are the Families and Schools Preparing Children for Productive Social and Civic Life in Shenzhen, China" (Project 7200154).

Publisher Statement

Copyright © 2011 Elsevier Ltd. All rights reserved.

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Full-text Version

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Recommended Citation

Lau, M., & Li, W. (2011). The extent of family and school social capital promoting positive subjective well-being among primary school children in Shenzhen, China. Children and Youth Services Review, 33(9), 1573-1582. doi: 10.1016/j.childyouth.2011.03.024