Title Povezanost socijalnog kapitala i obrazovnih postignuća učenika Title (english) The Relationship Between Social Capital and Students' Educational Achievements Author Antonia Dabro Mentor Silvia Rogošić (mentor)Committee member Tomislav Krznar (predsjednik povjerenstva)Committee member Silvia Rogošić (član povjerenstva)Committee member Draženko Tomić (član povjerenstva)Granter University of Zagreb Defense date and country 2021-09-17, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Socijalni kapital čine resursi ukorijenjeni u odnosima među pojedincima koji omogućavaju i poboljšavaju ostvarivanje individualnih i kolektivnih ciljeva pa tako i onih obrazovnih (Pavić, 2014). Odnosi u obitelji i unutar obrazovnih institucija komponente su socijalnog kapitala koje pojedincima nižeg socioekonomskog statusa mogu pomoći u postizanju visokih obrazovnih ciljeva koje bi bez korištenja takvih resursa teže ostvarili (Coleman, 1988; Rogošić, 2018). Na taj način socijalni kapital potiče socijalnu mobilnost. Povezanost je socijalnog kapitala i školskog uspjeha u području obrazovnih znanosti često istraživana, a studije u kojima se ovaj utjecaj ispitivao temeljene su na različitim teorijama o socijalnom kapitalu (Bourdieu 1986 i Coleman, 1988). U radu se daje detaljan prikaz ovih teorija, kao i pregled empirijskih istraživanja u kojima je ispitivana povezanost školskog uspjeha i socijalnog kapitala, s posebnim naglaskom na rezultate istraživanja koja su provedena u Republici Hrvatskoj (u daljnjem tekstu: RH). Uspoređuju se rezultati istraživanja u RH i analiziraju se objašnjenja autora o ulozi socijalnog kapitala u obrazovnim postignućima učenika osnovnih i srednjih škola. Zadaća je rada ustanoviti u kojoj mjeri studije u Hrvatskoj ukazuju na značajnu povezanost socijalnog kapitala i školskog uspjeha te na koji način autori ovu (ne)povezanost objašnjavaju. Analiza pokazuje da je socijalni kapital u većini analiziranih studija (Babarović, Burušić, Šakić, 2009; Baranović, Doolan, Jugović, Puzić, Košutić, Klepač, 2015; Baranović i Rogošić, 2021; Klepač, 2016; Matković, 2009; Rogošić, 2016; Rogošić, 2017; Rogošić, 2018) statistički značajno i pozitivno povezan s obrazovnim postignućima učenika. Međutim, veći dio istraživačkih nalaza pokazuje da drugi faktori (razina obrazovanja roditelja i ekonomski kapital) imaju dominantniji utjecaj na školski uspjeh od socijalnog kapitala što ide u prilog potvrdi Bourdieuove teorije sociokulturne reprodukcije. Stoga je doprinos socijalnog kapitala ostvarenju socijalne mobilnosti potrebno i dalje detaljno ispitivati. Budući da socijalni kapital, tj. resursi ukorijenjeni u odnosima s drugim pojedincima uglavnom imaju pozitivan utjecaj na školski uspjeh i mogu pridonijeti smanjenju obrazovnih i društvenih nejednakosti, potrebno je kontinuirano raditi na izgradnji što boljih odnosa između učenika, učitelja, roditelja i šire zajednice.
Abstract (english) Social capital consists of resources rooted in relationships between individuals that enable and improve the achievement of individual and collective goals, including educational ones. Relationships in the family and within educational institutions are components of social capital that can help individuals of lower socio-economic status achieve high educational goals that would be more difficult to achieve without the use of such resources (Coleman, 1988; Rogošić, 2018). Consequently, social capital promotes social mobility. The correlation between social capital and school performance in the field of educational sciences has often been investigated, and the studies examining this impact are based on various social capital theories (Bourdieu 1986 and Coleman, 1988). The paper presents detailed overview of these theories as well as an overview of empirical research in which the correlation between school success and social capital was examined, with special emphasis on the findings of research conducted in the Republic of Croatia (RH). The results of the research in the Republic of Croatia are compared and the explanations of the authors on the role of social capital in the educational achievements of primary and secondary school students are analyzed. The task of the paper is to determine the extent to which studies in Croatia indicate a significant link between social capital and school performance and how the authors explain this (in)correlation. The analysis shows that social capital in large number of analysed studies (Babarović, Burušić, Šakić, 2009; Baranović, Doolan, Jugović, Puzić, Košutić, Klepač, 2015; Baranović i Rogošić, 2021; Klepač, 2016; Matković, 2009; Rogošić, 2016; Rogošić, 2017; Rogošić, 2018) is statistically significantly and positively correlated to students' educational achievements. However, in most studies, other factors (parent’s education levels and economic capital) has a more dominant influence on school success than social capital, which is in line with the Bourdieu’s theory of socio-cultural reproduction. Therefore, the contribution of social capital in achieving social mobility needs to be further examined. As resources rooted in relationships with other individuals mainly have a positive impact on school performance and contribute to reducing educational and social inequalities, efforts should be made to build the best possible relationships between pupils, teachers, parents, and the wider community.
Keywords
socijalni kapital
školski uspjeh
empirijska istraživanja
osnovna škola
srednja škola
Keywords (english)
social capital
school success
empirical research
elementary school
high school
Language croatian URN:NBN urn:nbn:hr:147:444361 Study programme Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2022-05-27 08:47:03
