The Influence of Parental Social Capital and University Students' Social Capital on Academic Achievement : For Japanese and Chinese University Students

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  • 個人の社会関係資本と親の社会関係資本が学力に与える影響 : 日中の大学生を対象として
  • コジン ノ シャカイ カンケイ シホン ト オヤ ノ シャカイ カンケイ シホン ガ ガクリョク ニ アタエル エイキョウ : ニッチュウ ノ ダイガクセイ オ タイショウ ト シテ

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This paper conducted a questionnaire survey among university students in China and Japan. From the perspective of social capital, this paper discusses the relationship between social capital and academic ability. As a result, the similarities and differences of social capital between Chinese and Japanese university students was found. Japanese university students are more inclined to family, while Chinese university students' social capital is inclined to more non-family relationships. In addition, it is also known that Japanese university students' bonding social capital affects their GPA and bridging social capital affects their learning intention. In China, university students' bonding social capital affects extracurricular activities and learning intentions. Parents' bonding social capital influences GPA and bridging social capital influences study intention. We also know that in Japan, parent-child relationships and the social capital within the family influence university students' GPA. Thus, it is proposed that Japan's social capital tends to the type proposed by James Samuel Coleman. In China, parents' social capital and family social capital influence school recommendation through whether they have been recommended or not. Thus, it is speculated that China's social capital is more of the Pierre Bourdieu type. To sum up, we believe that poor families in China can produce excellent children, and the strength of family closeness in Japan can also improve academic ability.

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