Data for this study was collected from the Program for International Student Assessment in Hong Kong (HK-PISA), which was conducted in 2002 A total of 4405 fifteen-year-old students from 140 Hong Kong secondary schools completed the student assessment A total of 4336 parents also completed the parent questionnaires These questionnaires was used to provide information about family social capital and family background
In conclusion, the results of this research support Coleman's thesis of social capital in the creation of human capital It also underscores the importance of bridging social capital in student's learning Finally, the given recommendations based on the results of this research may be useful for policy makers, educators and parents in assisting students to improve their learning and develop their potential fully
The CFA results suggest that the applicability and validity of the indices related to the three types of capital created by OECD is fair, and therefore the local social context should be taken into consideration when modifying these indices for adoption in the research The results of the HLM analysis demonstrate that most measures of family social capital are consistently associated with students' literacy They also show that effects of the process attribute of social capital on student's achievement are stronger than that of the structural attribute Among the social capital variables used at the individual-student level, students score higher if their parents communicate (both social and culturally) with them more and also if their parents expect their child to attend university Among the social capital variables used at the school level, the school mean parental network has a stronger positive contextual effect on students' achievement As for the variables of physical and cultural capital, only part of them has a significant effect on student's achievement, and the effect is weaker than that of family social capital
The Confirmatory
