가족 내 사회적 자본과 학업성취와의 관계 = (The) analysis of the relationship between family social capital and academic achivement

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore social capital derived from family background and parent-child relations, and analyze its effect on academic achievement of the child. Social capital is measured by the density of the interaction among parents, children and school. Within the family, social capital is measured by the amount of positive parent-child interaction.
Coleman argued that such interaction allows children to translate the financial and human capital present in the family into human capital or some other attribute that increases well-being. Ever since its formal appearance in Coleman's benchmark article(Coleman, 1988), the concept of social capital has received increasing research attention among social scientists. Following Coleman, many studies have focused on the relationship between the amount of social capital accumulated within a family and the academic achievement of the child. Although previous research has consistently demonstrated that family social capital is positively associated with academic achievement, the social capital of parent-child relations effect on academic achievement remain to be thoroughly tested. In particular relatively little has been done to examine the effect of the social capital of parent-child relations on academic achievement. The lack of research is in part due to a lack of adequate conceptualization and measurement of parent-child relations social capital.
Measures of family social capital often include density of parent-child interactions and the factors that are related to family structure, sibship size interactions. High frequency and long duration of parent-child interactions, the physical presence of both biological parents in the household and small sibship size have been consistently found to be positively related to student test scores(Lee, 1994; Downey, 1995; Pong, 1997, Sun, 1998) and to increase the chances of students finishing school(Hoffer, 1986; Coleman, 1988). These findings have provided strong evidence that a large stock of social capital accumulated within a family serves to enhance its children academic achievement(Sun, 1996).
The study examines how does the parent-child relations social capital be associated with the academic achievement of the child, and how does school variable mediate the relationships between family background social capital and academic achievement. Social capital variables are derived from family structure and interpersonal relations among family members, particularly between parent and the child.
To accomplish the purpose of this study, the following research problems were established.
First, the analysis of relationship between students' family background social capital and parent-child relations social capital;
Second, the analysis of the effect of students' family background social capital and parent-child relations social capital on academic achievement of the child;
Third, what is the effect size of school on the relationship between parent-child relations social capital and academic achievement of the child and the analysis of causal effect of students' family background social capital and parent-child relations social capital on academic achievement.
To answer these questions, 30 elementary schools and one class per school were sampled. The final subjects were 1,076(602 male, 474 female), the sixth grade elementary school students in Daegu city(Group A: susung school group, Group B: non-susung school group). Data were collected by means of the questionnaire and mathematics achievement scores. For the statistical analysis, multiple regression and hierarchical linear model(HLM) that was developed lately to solve the problem of different level of analysis in school effect study were used. This study limited the analysis only to public school student in Daegu city.
The findings are as follows:
First, there were differences in parent-child relations social capital among groups. There was 1% significant difference in positive support and friend and social network. There was 5% significant difference in educational concern and communication and participation in educational activity, expectation and norm of parents and life control. The group A students were more average than group B in parent-child relations social capital.
For all groups relational analysis of family background social capital and parent-child relations social capital showed that educational background of parents and the mother's job are related to parent-child relations social capital continuously. Specially, the educational level of the mother appeared with the fact that it is related to a majority variables that indicate the parent-child relations social capital.
Second, group A's family background and the parent-child relations explained 18.8% of variance of social capital which influences academic achievement. The influence of family background social capital of the child on academic achievement was 4.5% and parent-child relations social capital which gives an effect to academic achievement was 14.3%. When the parent-child relations social capital is added to regression equation is 9.8% additive effect.
Group B's family background and the parent-child relations explained 25.7% of variance of social capital which influences academic achievement. The influence of family background social capital of the child on academic achievement was 8.5% and parent-child relations social capital which gives an effect to academic achievement was 17.2%. When the parent-child relations social capital is added to regression equation is 8.7% additive effect. Children in one-parent family received less parental encouragement and involvement than children in families with biological parents. Compared with two-parents families, one-parent families had less time available to invest in parent-child interaction.
Overall, after holding control variable constant, family structure was related to academic achievement. The number of siblings in a family and the educational aspiration that parents hold for their children indicate something about the available amount of social capital. The number of children in a family serves as another indicator of the time and energy that parents can devote to a child. Parent-child communication mitigates negative effects of challenging environments, such as troubles with peers.
Finally, family background social capital variables that gives an effect to academic achievement of the child are family structure, father educational attainment, and parent job for group A, the variables are family structure and sex for group B. Parent-child relations social capital variables which influence academic achievement are educational concern and communication(school talk), participation of education activity(claim for school), friend and social network(extracurricular) for group A, educational concern and communication(school talk), positive support(support for educational institution choice), participation of education activity(visit school, claim for school, collect for educational information), friend and social network(good students friendship), life control(cognition of classmate or friend) for group B.
Interestingly, the number of friend parents know was positively associated with mathematics achievement, but parents' claim for school had a negative association. Parental educational attainment was positively associated with the academic achievement.
Parent-child relations social capital can cause the difference of maximum 15 scores in achievement scores. Consistently with previous studies, a large number of sibling was negatively related to academic achievement but two-parents family structure was positively associated with math scores. In fact, this finding was consistent with several previous studies.
Third, HLM analysis was conducted to examine difference of school effect on the student's achievement. The ratio of between schools and within-school variance is 0.11(τ_(00)＾), 273.97(σ²＾) each. This finding indicates that the within school-level variables have more significant effect on academic achievement.
The social capital of the parent-child relations was more related to academic achievement.
Causal relationship analysis of students' family background social capital shows that family structure has the highest influence(8.56). causal relationship between parent-child relations social capital and academic achievement shows that communication about school(2.67) for group A has the highest influence and support for educational institution choice(2.73) for group B.
Summary, the findings obtained from the parent-child relations social capital clearly indicate that control variable mediated large portions of effects on academic achievement, but parent-child relations social capital variable explained academic achievement more.
Although Coleman(1988) has discussed social investment in spheres other than the family(e.g., network, local community), rigorous empirical tests of these theoretical argument are rare. The present study contribute to our understanding of the relationship between social capital of parent-child relations and academic achievement.
Social capital model clearly provides a powerful explanation for social capital's effect on academic achievement. Family economic resources which are strongly associated with family structure mediate the negative effects of living in a single-parent family, but the poor family background may be overcome through parent-child relations social capital and the results of this study suggest that beliefs of educational effect of the good school district should be changed.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 내용 = 4
• 3. 연구의 의의 = 5
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 및 선행연구 고찰 = 9
• 1. 사회적 자본의 개념 및 연구 = 9
• 2. 가족 내 사회적 자본의 개념 및 연구 = 20
• 3. 학군(지역)에 따른 사회적 자본의 차이 = 100
• 4. 가족 내 사회적 자본과 학업성취 = 120
• Ⅲ. 연구방법 및 절차 = 135
• 1. 연구의 분석모형 = 135
• 2. 연구대상 및 자료수집 절차 = 136
• 3. 연구변인 및 기술 통계치 = 138
• 4. 측정도구 및 계량모형 = 141
• 5. 자료 분석 절차 및 방법 = 170
• Ⅳ. 연구결과 및 해석 = 173
• 1. 학군 간 가족배경의 사회적 자본과 부모-자녀 관계 사회적 자본의 관계분석 = 173
• 2. 학생의 사회적 자본과 학업성취와의 영향분석 = 176
• 3. 사회적 자본이 학업성취에 미치는 효과와 인과관계 분석 = 194
• Ⅴ. 요약 및 결론 = 202
• 1. 요약 및 논의 = 202
• 2. 결론 = 218
• 3. 제언 = 219
• 참고문헌 = 223
• 영문초록 = 253
• 부록 = 259