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Previous studies suggest that elements of social capital within families, schools, peer groups, and the community influence educational outcomes, in the form of disciplinary academic climate at school, and the cultural norms and values that motivate students to achieve higher goals. Few studies have examined the association between social capital and students’ actual academic performance among university undergraduate students in developing countries like Nigeria. This study examined the relationships between elements of social capital such as perceived safety, trust, social cohesion, family social capital and undergraduate students’ academic outcomes. Cross sectional data were collected from undergraduate students in a national university, using a structured questionnaire. The population of full-time undergraduate students was estimated at 15,000 in the 2011/2012 academic session. A sample of 348 students responded to the questionnaire and was included in the analysis. Multiple regression statistics were used to test the model for predictors of academic performance. The regression result shows that age, number of times student was late in submitting assignments, reciprocity and trust in the community accounted for 22.7 % of the variation in academic performance. Also, academic performance had a weak association with support from friends (r = 0.13, p = 0.015), trust in public institutions (r = 0.13, p = 0.015) and trust for university (r = 0.13, p = 0.019), but had a stronger association with non-social capital factors such as lateness in submitting assignments (r = 0.16, p = 0.01) and the number of times student failed an assignment (r = 0.15, p = 0.01).
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- Elements of Social Capital and Academic Performance of Undergraduate Students
Nelson Ositadimma Oranye
- Springer Netherlands
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