Date of Award
TPG Capstone Project (Taught Postgraduate Project)
Sociology and Social Policy
Prof. Stefan KÜHNER
Social capital is evidenced as beneficial to educational achievements and it’s believed as important for students. Recent research of social capital and education moves beyond illustrating the effects of social capital on education achievements to a more comprehensive interrelationship between social capital and different aspects in development of students. To delineate the association between social capital and education in different aspects, this paper aims to systematically review quantitative studies examining the association between social capital and educational well-being. Three questions are of concern here. Question 1: Is there association relationship between social capital and educational well-being? Question 2: How is the association relationship between social capital and educational well-being? Question 3: How can social capital and educational well-being be enhanced by intervention? The study found that social capital is positively associated with educational well-being (in most of the contexts) and they are interrelated. All three types of social capital included in this review (family social capital, school social capital and community social capital), are evidenced positively associated with educational well-being of children directly or/and indirectly. As a result, some recommendations are made to the government in utilizing social capital intervention to enhance educational well-being of students.
The copyright of this dissertation is owned by its author. Any reproduction, adaptation, distribution, or dissemination of this thesis without express authorization is strictly prohibited.
Ho, P. Y. (2022). Social capital and educational well-being: a systematic review (2010-2022) (TPG Capstone Project, Lingnan University, Hong Kong). Retrieved from https://commons.ln.edu.hk/soc605_stdwork/12