نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Introduction
Social capital is a central concept in sociology that deals with social interactions and relationships. The concept of social capital refers to the ties and connections among members of a network—shaped by the beliefs, values, and norms of individuals within a society—which people leverage to achieve their social goals and aspirations (Mohseni Tabrizi & Aghamohseni, 2010: 148). Social capital is not unidimensional; rather, it comprises various components that share two common characteristics: first, they are aspects of social structure—inherent in the relationships between actors—and second, they facilitate social actions (Amin-Bidokhti & Sharifi, 2013: 648–649). Socialization is a process rooted in social interaction through which individuals learn their society's cultural patterns and develop their human capabilities, thereby maintaining social order (Gilbert, 1997: 163). Various theoretical approaches and empirical studies indicate that social capital manifests in conjunction with a society's institutional interactions; given the rapid social changes in Iran—a country transitioning from tradition to modernity—the level of social capital is of great importance for optimizing social interactions amidst these transformations. Despite prior studies regarding the impact of certain socialization factors—such as education, mass media, and family-related variables—on students (Aghamirzaei Mahalli et al., 2018; Eghbali Motlagh et al., 2018; Chaleshgar et al., 2019), profound shifts in socialization agents and youth lifestyles have rendered these earlier studies unable to explain the relationship between socialization and students' social capital in the current context. Furthermore, national reports, such as the Survey of Iranian Values and Attitudes (Ministry of Culture and Islamic Guidance, 2015), indicate a decline in social capital; simultaneously, extensive social changes—including the prominent role of students in these transformations, the rapid evolution of the educational system, shifting family structures, and the expansion of mass media—have fundamentally altered the traditional function of socialization. Given this situation, the question arises: what is the state of social capital among young people—specifically university students—amidst these transformations? Using the theories of Bourdieu and Coleman as a theoretical framework, this research aimed to sociologically examine the relationship between some factors of socialization and the amount of social capital of college students. This study is significant because it measures the relative contributions of the family, the university, and the mass media to the explanation of social capital among humanities students within the specific social context of Shiraz University.
Methodology
Using quantitative approach and survey method, its statistical population was students of the faculties of humanities at Shiraz University during the 2023–2024 semester. Using Lin sampling table, 360 cases were determined as sample size, which they were selected via a probability cluster sampling method. Using a structured questionnaire, data were collected. Social capital was measured using the Nahapiet and Ghoshal (1998) questionnaire, while academic satisfaction was assessed via a self-administered questionnaire. To assess the validity and reliability of the research tool, face validity and Cronbach's alpha coefficient were used, respectively.
Findings
The findings showed that the average social capital and average satisfaction with education of the respondents were lower and higher than the expected average, respectively. The findings showed that among the educational variables, the variables of satisfaction with education had a positive and significant relationship with the amount of social capital, and the average social capital had a significant difference according to the field of study, parents' education, and the amount of use of domestic television and radio. Foreign languages and educational sciences majors had the lowest and highest amount of social capital, respectively. Users of domestic radio and television had higher social capital than those who did not use it. Social capital did not differ significantly according to the level of education, age group, family socio-economic status, and gender. Multivariate regression showed that the independent variables were able to explain 21.6 percent of the changes in the dependent variable.
Conclusion
The result is that family and education have an important impact on individuals' social capital. Despite the importance of educational and family variables in social capital, due to the increasing social and media developments, more scientific recognition and attention is needed to the role of socialization factors and academic fields. Families and educational institutions play a critical role in bolstering social capital by promoting and institutionalizing values, norms, and standards associated with a desirable and altruistic social life. The lived experiences and upbringing individuals receive within their families and educational settings are instrumental in shaping the components of social capital—specifically social interaction, social connections, and trust in others. The absence of significant differences in social capital across variables such as level of study, place of residence, gender, and age may stem from the shared generational experiences of the participants and the structural conditions of society; these factors foster collective characteristics—such as the erosion of social capital or a widespread decline in public trust—that transcend individual demographic differences. Overall, the social capital of Iranian students is shaped less by socioeconomic status and more by cultural and social systems, lifestyle choices, and achievement-related priorities (such as their field of study and satisfaction with it). For instance, students who reported high academic satisfaction, whose parents held educational qualifications below the high school diploma level, and who resided in rural areas had stronger social capital. Based on these findings, it is recommended that universities prioritize measures such as: enhancing the quantity and quality of educational and welfare facilities and improving the interactive campus environment to boost student satisfaction with their academic experience; implementing student empowerment programs aimed at developing social and interactive skills; and establishing platforms for interaction between universities and students' families to foster familial participation and support throughout the academic journey.
کلیدواژهها English
