HKIER

摘要

社會資本的議論在社會學、經濟學及教育學均漸受關注，社會資本的創造更成為解決社會問題及改善教育的良方。可是，不同學者對社會資本有不同的理解，本研究嘗試應用社群主義的觀點，檢視社會資本的概念及社會資本的創造與功能。研究樣本為參與HK-PISA預試的學校共31所，分析資料來自學生問卷1,067份及家長問卷1,061份。按照社群主義的觀點，社會資本對個人及社會均具有正面的效應。根據PISA預試數據，可初步引證這理論的真確性。本研究採用因素分析及迴歸分析。初步分析結果顯示三個類型的社會資本與學生學業成效呈不同的相關性，而兩者間的相關性不一定正面。

關鍵詞：社會資本；社群主義；家校合作

Abstract

The discourse of social capital has fueled a growing interest in the field of sociology, economics and education as one of the strategies to solve a number of socioeconomic problems and to enhance children’s education. However, it appears that the meaning of “social capital” varies with people. This paper attempts to clarify the meaning and generation of social capital from a communitarians’ perspective. Data for this study were collected from the trial study of a larger international project called PISA (Program for International Student Assessment), which was conducted in 2001. A total of 1,067 fifteen-year-old students from 31 Hong Kong secondary schools completed student assessment in reading, mathematics and science. A total of 1,061 parents also completed parent questionnaires. Factor analysis and regression analysis are used in this paper. The study identified three forms of social capital and different forms of social capital have different association with student academic achievement; however, the association is not always positive.