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Too Much of a Good Thing: Social Capital and Academic Stress in South Korea

Author

Listed:
  • Jonathan A. Jarvis

    (Department of Sociology, Brigham Young University, Provo, UT 84602, USA)

  • Allison W. Corbett

    (Department of Sociology, Brigham Young University, Provo, UT 84602, USA)

  • Jared D. Thorpe

    (Department of Sociology, University of Texas at Austin, Austin, TX 78712, USA)

  • Mikaela J. Dufur

    (Department of Sociology, Brigham Young University, Provo, UT 84602, USA)

Abstract

In intense academic environments such as in South Korea, students experience extreme levels of academic stress. This stress peaks as students prepare for the college entrance exam in the final year of high school. Stress is associated with a host of negative outcomes, and academic stress is the leading cause of suicidal ideation among youth in South Korea. Research suggests that in high-stress contexts such as this, social capital can improve academic success and mental health, while reducing risky or deviant behaviors. However, this research has predominantly focused on Western contexts. Because of the unique intensity of educational pursuits and intense investment in education by parents, South Korea provides a compelling case for research on the effects of family and school social capital on youth academic stress. Using data from the Korea Youth Panel Survey ( N = 2753), we find that particular components of family and school social capital can both reduce and exacerbate academic stress. While measures of closeness and connection to parents reduced academic stress, school social capital had a limited impact on academic stress. Furthermore, there may be a limit to the effectiveness of social capital to help with academic stress before it becomes too much of a good thing.

Suggested Citation

  • Jonathan A. Jarvis & Allison W. Corbett & Jared D. Thorpe & Mikaela J. Dufur, 2020. "Too Much of a Good Thing: Social Capital and Academic Stress in South Korea," Social Sciences, MDPI, vol. 9(11), pages 1-14, October.
    • Handle: RePEc:gam:jscscx:v:9:y:2020:i:11:p:187-:d:433603
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    References listed on IDEAS

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    1. Lau, Maggie & Li, Wanxin, 2011. "The extent of family and school social capital promoting positive subjective well-being among primary school children in Shenzhen, China," Children and Youth Services Review, Elsevier, vol. 33(9), pages 1573-1582, September.
    2. Choi, Changyong & Lee, Juyeon & Yoo, Min Sang & Ko, Eunhye, 2019. "South Korean children's academic achievement and subjective well-being: The mediation of academic stress and the moderation of perceived fairness of parents and teachers," Children and Youth Services Review, Elsevier, vol. 100(C), pages 22-30.
    3. Lubhana Malik Mental, 2019. "Mental Health in Adolescents," Global Journal of Intellectual & Developmental Disabilities, Juniper Publishers Inc., vol. 6(3), pages 45-46, March.
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    Cited by:

    1. Helen Barton & Jared Thorpe & Mikaela Dufur, 2020. "Social Capital and Prosocial Behavior among German Children," Social Sciences, MDPI, vol. 9(11), pages 1-15, November.
    2. Janina Petkeviciene & Vilma Kriaucioniene & Asta Raskiliene, 2022. "Academic Achievements, Satisfaction with Studies and Risky Behaviours among First-Year Students of Kaunas (Lithuania) Universities, 2000–2017," IJERPH, MDPI, vol. 19(13), pages 1-12, June.
    3. Hyunlye Kim & Kwang-Hi Park & Suin Park, 2021. "Gender Differences in Lifestyle and Mental Health among Senior High School Students in South Korea," IJERPH, MDPI, vol. 18(20), pages 1-13, October.

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