Social Capital, Self-Control, and Academic Achievement in Adolescence: A Structural Equation Modeling Approach

• In Event: Social and Emotional Learning and Academic Achievement

Abstract

This article evaluates the association between social capital and adolescents’ ability to self-control. as well as social capital’s indirect relations to mental health and academic achievement via self-control. Using data from the Minnesota Student Survey (MSS) collected during the 2015-2016 academic year, our findings revealed that social sources of capital that are available in multiple contexts exerted a strong positive influence on both Hmong and White adolescents’ capabilities of self-control. Furthermore, social sources of capital also showed indirect effects on reducing mental distress and promoting students’ grades through self-control. Given the importance of self-control in individual lifelong success, social actors in families, schools, and community should emphasize building attachment with adolescents and allow more investment in social capital.

Authors

• Wei Song, University of Minnesota - Twin Cities

• Kory Vue, University of Minnesota - Twin Cities

• Tai Tri Do, University of Minnesota - Twin Cities

• Michael C. Rodriguez, University of Minnesota