The effects of self-processes and social capital on the educational outcomes of high school students
Bibliographic record
Abstract
This study seeks to offer a meaningful statement about the relative importance of self-processes and activated social capital in the process that links high school students and educational outcomes. The conceptual model for the study draws on the large and diverse body of research that aims to understand the process and effects of the interaction of the person and his or her environment. It is hypothesized that adaptive self-processes and social capital are positively related to school engagement, educational aspirations, and actual performance in school; and, that these factors mediate the effects of family background and other potential social capital on educational outcomes. The data for this study were obtained from a sample of N=1,176 in grades 9-12 from three school divisions in Virginia. Students completed the School Relationships and Experiences Survey (SRES), an instrument designed for this study. The study uses structural equation modeling (SEM) to model the relationships between the variables of interest. Data were analyzed using LISREL 8.3 (Jöreskog & Sörbom, 1993). The covariance structure models tested include both single-indicator and multiple-indicator constructs. The analysis follows the two-step procedure suggested by Anderson and Gerbing (1988). First, a measurement model was tested using confirmatory factor analysis to develop a model with acceptable fit to the data. In step two, the theoretical model of interest was specified as an a priori model. This theoretical model was then tested and revised until a theoretically meaningful and statistically acceptable model was found. In conclusion, the results of the analyses are discussed, and possible explanations for the results are proposed. Directions for future research are outlined, including the need for cross-validation of this model on additional samples of high school students. Social capital has previously been conceptualized primarily as family resources and parent-child relationships. This study provides promising initial evidence that activated social capital (education-related support received by adolescents from the broader social network) has stronger and more meaningful effects on academic engagement and other educational outcomes than the more passive indicators of social capital used in previous research. This work was supported by a doctoral fellowship from the Social Sciences and Humanities Research Council of Canada (SSHRC) and a grant from the ASPIRES program at Virginia Tech.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".