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Family Capital, Learning Engagement, and Students’ Higher Education Gains: An Empirical Study in Mainland China

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  • Shutao Wang

    (College of Education, Zhejiang University, Hangzhou 310058, China)

  • Cui Huang

    (School of Public Affairs, Zhejiang University, Hangzhou 310058, China)

Abstract

This study aimed to determine whether learning engagement plays a mediating effect on the relationship between family capital and students’ higher education gains in mainland China. We used family capital, learning engagement, and higher education gains as measures and analyzed data using a structural equation model. Data were collected from 1334 students at a Chinese university. The results show that family cultural capital had the most significant effect on students’ learning engagement, while economic capital also played a positive role, and social capital had no significant impact. Learning engagement played a mediating role in the relationship between cultural capital and higher education gains, as did the relationship between economic capital and higher education gains. However, learning engagement did not have a mediating effect on the relationship between social capital and higher education gains. Our results show that we should focus on the importance of students’ learning engagement, improve the cultural capital of disadvantaged groups, and provide financial support for students from low-income families.

Suggested Citation

  • Shutao Wang & Cui Huang, 2021. "Family Capital, Learning Engagement, and Students’ Higher Education Gains: An Empirical Study in Mainland China," IJERPH, MDPI, vol. 18(21), pages 1-12, November.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11571-:d:671786
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    References listed on IDEAS

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    1. Laura Walter Perna & Marvin A. Titus, 2005. "The Relationship between Parental Involvement as Social Capital and College Enrollment: An Examination of Racial/Ethnic Group Differences," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(5), pages 485-518, September.
    2. John Zilvinskis & Anthony A. Masseria & Gary R. Pike, 2017. "Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement," Research in Higher Education, Springer;Association for Institutional Research, vol. 58(8), pages 880-903, December.
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    Cited by:

    1. Ru Chen & Xin Chen, 2023. "Latent Profile Analysis of the Positive Development of Migrant Adolescents: the Roles of Family Capital and Resilience," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1733-1754, August.

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