Dataset Information

Economic, social, and cultural capital and ESQ in academic achievement: A comparison of Afghan and Iranian students.

ABSTRACT: The present study aimed to investigate the role of different types of capital, including economic, social, and cultural, as well as emo-sensory intelligence (ESI) in the academic achievement of students in the two contexts of Afghanistan and Iran. For this purpose, 317 students from both countries participated in the study. They were asked to fill out the Social and Cultural Capital Questionnaire (SCCQ) and the Emo-sensory Intelligence Questionnaire (ESI-Q). Their grade point average (GPA) was taken as the indicator of their academic achievement. The findings revealed that students' level of cultural capital and emo-sensory quotient (ESQ) had a significantly positive role in their academic achievement (p < 0.05). Moreover, significant differences were found between the two contexts in terms of the level of capital, with Afghan students having significantly more cultural capital, and Iranian students having significantly higher economic capital (p < 0.05). Iranian students were also found to have a significantly higher level of ESQ compared to Afghan students (p < 0.05). Finally, the results were discussed, and implications and suggestions for further research were provided.

SUBMITTER: Pishghadam R

PROVIDER: S-EPMC9968934 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Economic, social, and cultural capital and ESQ in academic achievement: A comparison of Afghan and Iranian students.

Pishghadam Reza R Naji Meidani Elham E Momenzadeh Seyed Mohammad Ebrahim SME Hasanzadeh Saba S Miri Mir Abdullah MA

Frontiers in psychology 20230213

The present study aimed to investigate the role of different types of capital, including economic, social, and cultural, as well as emo-sensory intelligence (ESI) in the academic achievement of students in the two contexts of Afghanistan and Iran. For this purpose, 317 students from both countries participated in the study. They were asked to fill out the Social and Cultural Capital Questionnaire (SCCQ) and the Emo-sensory Intelligence Questionnaire (ESI-Q). Their grade point average (GPA) was t ...[more]

PMID: 36860789

Similar Datasets

Project description:Although Bourdieu's capital theory emphasized that economic, social, and embodied cultural capital interact to shape health behavior, existing empirical research mainly considered separate associations of the three forms of capital. Our aim was to investigate if and how economic, social, and embodied cultural capital are conditional on each other in their associations with adults' diet and physical activity. Cross-sectional, self-reported data from the 2014 GLOBE survey of 2812 adults aged between 25 and 75 years residing in Eindhoven, the Netherlands were used. Step-wise multiple logistic regression models included economic, social, and embodied cultural capital and adjustment for potential confounders. The models estimated odds ratios of main effects and two-way interactions of the forms of capital with fruit consumption, vegetable consumption, sports participation, and leisure time walking or cycling. In the main effects models, embodied cultural capital was consistently positively associated with all outcomes. Social capital was positively associated with sports participation, fruit consumption, and vegetable consumption, and economic capital was positively associated with sports participation and vegetable consumption. In the two-way interaction models, having specific higher levels of both economic and social capital strengthened their positive association with sports participation. No other combinations of capital were conditional on each other. Economic and social capital were conditional on each other in their association with sports participation, so interventions that provide both economic and social support may be especially effective for increasing this type of physical activity. As its association was strong with all outcomes but not conditional on other forms of capital, embodied cultural capital may operate distinctly from economic and social resources. Policy that takes differences in embodied cultural capital into account or changes to the environment that dampen the importance of embodied cultural resources for health behavior may help improve both diet and physical activity.

Project description:Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends' SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends' SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends' SC. In conclusion, social connections have the power to enhance the motivation of university students' academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner's motivation to evolve into autonomous intrinsic motivation and prevent amotivation.

Dataset Information

Economic, social, and cultural capital and ESQ in academic achievement: A comparison of Afghan and Iranian students.

Publications

Economic, social, and cultural capital and ESQ in academic achievement: A comparison of Afghan and Iranian students.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets