Journal title
عنوان نشریه
Literature & Humanities
http://ijal.khu.ac.ir
1
admin
doi
en
jalali
1396
6
1
gregorian
2017
9
1
20
2
online
1
fulltext
en
The Relationship between High School Students' Social Capital and Their Foreign Language Achievement: A Gender and Regional Variations Perspective
The Relationship between High School Students' Social Capital and Their Foreign Language Achievement: A Gender and Regional Variations Perspective
تخصصي
Special
پژوهشي
Research
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<td style="padding: 0cm 9pt; vertical-align: top; text-align: left;"><span style="font-family:times new roman,serif;">This study aimed to compare </span><span style="font-family:times new roman,serif;">the underlying measures of male and female high- school students’ social capital in terms of regional variations and gender </span><span style="font-family:times new roman,serif;">and investigate the relationship between those measures and the students' foreign language (FL) achievement</span><span style="font-family:times new roman,serif;">. </span><span style="font-family:times new roman,serif;">To this end, a number of 904 third-grader high school students (278 male and 626 female) from two educational districts (privileged district (PD) and less-privileged district (LD)) participated in the study. They filled out the Student Social Capital Questionnaire and took an English language achievement test. The results showed that the students in the PD outperformed their counterparts in the LD. Furthermore, group statistics and t-test results suggested variations among the groups of students in terms of such factors as mothers’ involvement, institutional trust, intergenerational closure, and parents’ educational aspiration. Pearson product-moment correlation indicated that there was a significant negative correlation between male and female students' participation in social networks and religious activities on the one hand, and their foreign language achievement on the other hand. However, there was a significant positive correlation between intergenerational closure and parents’ educational aspiration and female students' English scores on the S-test. The findings have implications for families and school members to provide students with hopeful and positive aspirations and intimate family environments and learning environments, which can enhance their FL achievement.</span></td>
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<td style="text-align: justify;">This study aimed to compare the underlying measures of male and female high- school students’ social capital in terms of regional variations and gender and investigate the relationship between those measures and the students' foreign language (FL) achievement. To this end, a number of 904 third-grader high school students (278 male and 626 female) from two educational districts (privileged district (PD) and less-privileged district (LD)) participated in the study. They filled out the Student Social Capital Questionnaire and took an English language achievement test. The results showed that the students in the PD outperformed their counterparts in the LD. Furthermore, group statistics and t-test results suggested variations among the groups of students in terms of such factors as mothers’ involvement, institutional trust, intergenerational closure, and parents’ educational aspiration. Pearson product-moment correlation indicated that there was a significant negative correlation between male and female students' participation in social networks and religious activities on the one hand, and their foreign language achievement on the other hand. However, there was a significant positive correlation between intergenerational closure and parents’ educational aspiration and female students' English scores on the S-test. The findings have implications for families and school members to provide students with hopeful and positive aspirations and intimate family environments and learning environments, which can enhance their FL achievement.</td>
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Social capital, Regional variation, Gender, Foreign language achievement
1
34
http://ijal.khu.ac.ir/browse.php?a_code=A-10-944-3&slc_lang=en&sid=1
Fatemeh
Hemmati
Fatemeh
Hemmati
10031947532846001190
10031947532846001190
Yes
Payame Noor University, Tehran
Farnaz
Farrokh Allaiee
Farnaz
Farrokh Allaiee
10031947532846001191
10031947532846001191
No
Payame Noor University, Tehran