Emotional Capital, Student's Behavior and Educational Inequality

Autor/inn/en	Bodovski, Katerina; Lee, Yeonwoo; Ahn, Jee Bin; Hu, Hengyu
Titel	Emotional Capital, Student's Behavior and Educational Inequality
Quelle	In: International Studies in Sociology of Education, 31 (2022) 4, S.467-489 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bodovski, Katerina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2021.1997350
Schlagwörter	Student Behavior; Equal Education; Children; Longitudinal Studies; Surveys; Kindergarten; Emotional Response; Emotional Experience; Demography; Learner Engagement; Behavior Problems; Young Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Emotionales Verhalten; Demografie; Frühe Kindheit
Abstract	Using the data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), this paper proposes to theoretically redefine and empirically capture the concept of emotional capital as it applies to students, employing five components (engagement, school belonging, grit, peer social support, and life satisfaction). The study demonstrates the associations between students' demographic characteristics and emotional capital on one hand, and the relationships between emotional capital and student behavior, on the other. We found that higher SES students and girls possessed higher levels of emotional capital. Stronger feelings of engagement and school belonging were associated with reduced internalizing and externalizing behavior problems, and improved approaches to learning. Grit and peer social support were associated with reduced internalizing behavior problems and improved approaches to learning. Higher level of life satisfaction was associated with reduced externalizing behavior problems. We discuss the implications of these findings to educational policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01