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Direct and Indirect Effects of Social Support and School Social Capital on the Academic Success of 11–19-Year-Old Students Using Distance Learning

Author

Listed:
  • Brigita Mieziene

    (Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania)

  • Arunas Emeljanovas

    (Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania)

  • Roma Jusiene

    (Faculty of Philosophy, Vilnius University, 01513 Vilnius, Lithuania)

  • Rima Breidokiene

    (Faculty of Philosophy, Vilnius University, 01513 Vilnius, Lithuania)

  • Sigita Girdzijauskiene

    (Faculty of Philosophy, Vilnius University, 01513 Vilnius, Lithuania)

  • Stanislav Sabaliauskas

    (Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania)

  • Jolita Buzaityte-Kasalyniene

    (Faculty of Philosophy, Vilnius University, 01513 Vilnius, Lithuania)

  • Virginija Budiene

    (Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania)

  • Indre Eiliakaite

    (Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania)

  • Erika Speicyte-Ruschhoff

    (Faculty of Philosophy, Vilnius University, 01513 Vilnius, Lithuania)

  • Edita Babkovskiene

    (Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania)

  • Dainius Zvirdauskas

    (Faculty of Medicine, Vilnius University, 01513 Vilnius, Lithuania)

  • Ichiro Kawachi

    (Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA)

Abstract

In the context of current changes in the education process due to the pandemic, the main aims of this study were to highlight social capital factors within the school community that are associated with better students’ outcomes in the context of distance learning. This study was a cross-sectional population-based study. The research sample consisted of 1483 students, whose ages varied from 11 to 19 years old (56.9% were girls). Academic success in this study was measured in terms of average grade and students’ perception of their learning process or outcomes by six single items. A Five-item WHO-5 questionnaire was used to measure students’ psychological well-being. Social capital was measured in terms of relationship, trust, reciprocity, and communication within different social contexts in the school community in total by 16 items. School social capital and social support scales were developed from these items. Students’ gender and age were also taken into consideration. The research results show that although social capital from parents and peers also matters, the relationship with teachers emerges as the main and the most important resource in supporting positive attitudes and outcomes in to learning (std.β varied from 0.116 to 0.439). The results also show that higher psychological wellbeing is associated with higher perceived school social capital (std.β 0.260) and social support (std.β 0.326) and mediates the effects of the latter two for better academic success outcomes. The findings also highlight the importance of close and trusting social ties, especially between students and their teachers as well as parents for better learning outcomes in times of crises and in the context of distance learning. The study results prove that social support and social capital at school are essential factors for sustainable psychological development. The results presumably support the idea that the school is sustainable if it is developing as an ecosystem not solely aimed at academic outcomes. The results of the current study may aid policymakers and practitioners in developing interventions, policies and practices that focus resources where they will have the greatest benefit.

Suggested Citation

  • Brigita Mieziene & Arunas Emeljanovas & Roma Jusiene & Rima Breidokiene & Sigita Girdzijauskiene & Stanislav Sabaliauskas & Jolita Buzaityte-Kasalyniene & Virginija Budiene & Indre Eiliakaite & Erika , 2022. "Direct and Indirect Effects of Social Support and School Social Capital on the Academic Success of 11–19-Year-Old Students Using Distance Learning," Sustainability, MDPI, vol. 14(4), pages 1-14, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:4:p:2131-:d:748376
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    References listed on IDEAS

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    1. Grewenig, Elisabeth & Lergetporer, Philipp & Werner, Katharina & Woessmann, Ludger & Zierow, Larissa, 2021. "COVID-19 and educational inequality: How school closures affect low- and high-achieving students," European Economic Review, Elsevier, vol. 140(C).
    2. Andrew Eyles & Stephen Gibbons & Piero Montebruno, 2020. "Covid-19 school shutdowns: what will they do to our children's education?," CEP Covid-19 Analyses cepcovid-19-001, Centre for Economic Performance, LSE.
    3. Thea Toft Amholt & Jesper Dammeyer & Rhonwyn Carter & Janni Niclasen, 2020. "Psychological Well-Being and Academic Achievement among School-Aged Children: a Systematic Review," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(5), pages 1523-1548, October.
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