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Article
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
  • Ka Wai, Maggie LAU, Hong Kong Institute of Education
  • Wanxin LI, Tsinghua University, China
Document Type
Journal article
Publication Date
9-1-2011
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
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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Citation Information
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