Emotional capital, student’s behavior and educational inequality

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.

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Work Title Emotional capital, student’s behavior and educational inequality
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Open Access
Creators
  1. Katerina Bodovski
  2. Yeonwoo Lee
  3. Jee Bin Ahn
  4. Hengyu Hu
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. International Studies in Sociology of Education
Publication Date January 1, 2021
Publisher Identifier (DOI)
  1. https://doi.org/10.1080/09620214.2021.1997350
Deposited October 31, 2022

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Version 1
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  • Created
  • Added ISSE_2021_Emotional_capital_student_s_behavior_and_educational_inequality.pdf
  • Added Creator Katerina Bodovski
  • Added Creator Yeonwoo Lee
  • Added Creator Jee Bin Ahn
  • Added Creator Hengyu Hu
  • Published
  • Updated