Current Conceptualization and Operationalization of Adolescents’ Social Capital: A Systematic Review of Self-Reported Instruments
Abstract
:1. Introduction
2. Materials and Methods
2.1. Design
2.2. Preparation and Performance of the Literature Search (Steps 1–4)
2.2.1. Formulation of the Aim of the Review
2.2.2. Criteria for Inclusion and Exclusion
2.2.3. Performance of the Search
2.2.4. Study Selection
2.2.5. Data Extraction
2.3. Evaluation of Measurement Properties of the Instruments (COSMIN Steps 5–7)
2.4. Citation and Further Validation of the Included Instruments
3. Results
3.1. Study Characteristics
3.2. Dimensions, Constructs and Contexts of Interest
3.3. Adolescents Involvement in the Development and Validation
3.4. Measurement Properties of the Instruments
3.4.1. Content Validity
3.4.2. Internal Structure
3.4.3. Reliability and Responsiveness
3.4.4. Citation and Further Validation of the Included Instruments
4. Discussion
Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Database | Search No. | Date | Search Field | Search String | No. of Hits (Duplicates) |
---|---|---|---|---|---|
PubMed | No. 1 | 8 February 2021 | Mesh, Fulltext, English | (((Adolescen*) OR (youth)) AND (social capital[MeSH Terms])) AND (((((questionnaire) OR (measur*)) OR (instrument)) OR (survey)) OR (scale)) | 192 |
No. 2 | 8 February 2021 | Title/abstract Fulltext | (((Adolescen*) OR (youth)) AND (social capital[Title/Abstract])) AND (((((questionnaire) OR (measur*)) OR (instrument)) OR (survey)) OR (scale)) | 655 | |
No. 3 | 8 February 2021 | Title/abstract, Fulltext | ((((Adolescen*) OR (youth)) AND (social capital[Title/Abstract])) AND (((((questionnaire) OR (measur*)) OR (instrument)) OR (survey)) OR (scale))) AND ((development) OR (validat*)) | 196 | |
Scopus | No. 1 | 8 February 2021 | Title, abstract, keywords | ((Adolescen* OR Youth) AND (Social capital) AND (questionnaire OR measure* OR Instrument OR Survey Or Scale)) | 1752 |
No. 2 | 8 February 2021 | Title, abstract, keywords | ((Adolescen* OR Youth) AND (Social capital) AND (questionnaire OR measur* OR Instrument OR Survey Or Scale) AND (Develop* OR Validat*)) | 601 | |
No. 3 | 8 February 2021 | Title, abstract, keywords | ((Adolescen* OR Youth) AND (Social capital) AND (questionnaire OR measur* OR Instrument OR Survey Or Scale) AND (Development OR Validat*)) | 375 (101) | |
CINAHL | No. 1 | 8 February 2021 | Free-text | (Adolescen* OR Youth) AND (Social capital) AND (questionnaire OR measur* OR Instrument OR Survey Or Scale) AND (Development OR Validat*) | 97 (47) |
Psycinfo | No. 1 | 8 February 2021 | Anywhere but fulltext, anywhere | (Adolescen* OR youth) AND noft(Social capital) AND (Questionnaire OR measur* OR instrument OR survey OR scale) AND (development OR validat*) | 562 (143) |
Sociological Abstracts | No. 1 | 8 February 2021 | Anywhere but fulltext, anywhere | (Adolescen* OR youth) AND noft(Social capital) AND noft(Questionnaire OR measur* OR instrument OR survey OR scale) AND noft(development OR validat*) | 260 (70) |
Web of Science Core Collection | No. 1 | 8 February 2021 | All fields | ((Adolescen* OR Youth) AND (Social capital) AND (questionnaire OR measur* OR Instrument OR Survey Or Scale) AND (Development OR Validat*)) | 466 (142) |
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Authors | Year | Journal of Publication | Country | Aim/Research Question | Study Design |
---|---|---|---|---|---|
Almgren, Magarati & Mogford [26] | 2009 | Journal of Adolescence | USA | Whether there is an explanatory contribution of social capital to the self-reported health of adolescents that adds to the variance explained by demographic and developmental covariates. | Quantitative, cross-sectional |
Antheunis, Schouten & Krahmer [27] | 2016 | Journal of Early Adolescence | Netherlands | To examine the role of social networking sites (SNSs) in early adolescents’ social lives | Quantitative, cross-sectional |
Buys & Miller [28] | 2009 | International Journal of Education & Arts | Australia | To better understand how and if participating in CCD initiatives lead by an independent youth arts organization impacts the development of social capital in school children residing in a socio-economically disadvantaged area of South-East Queensland, Australia | Mixed-methods, cross-sectional |
Carrillo-Álvarez, Villalonga-Olives, Riera-Romaní & Kawachi [29] | 2019 | SSM-Population Health | Spain | To develop a Questionnaire on Family Social Capital (FSCQ) for use in an adolescent population and to test its reliability and validity. | Mixed-methods, cross-sectional |
Cordova, Coleman-Minahan, Bull & Borrayo [30] | 2019 | Youth & Society | USA | To develop and examine the factor structure of the Brief Social Capital for Youth Sexual and Reproductive Health Scale | Quantitative, cross-sectional |
Curran [31] | 2007 | Journal of Alcohol and drug Education | USA | To examine the relationship between social capital and substance use by high school students | Mixed-methods, cross-sectional |
Ergün, Uzunboylu & Altinay [32] | 2018 | Quality & Quantity | Turkish Republic of Northern Cyprus | To investigate the connection between school climate and students’ social capital development | Mixed-methods, cross-sectional |
Geraee, Eslami & Soltani [33] | 2019 | Health Promotion Perspectives | Iran | To investigate the direct and indirect relationships between family social capital and life satisfaction, and the possible mediating role of social media use between the variables among Iranian adolescents | Mixed-methods, cross-sectional |
Hall, Tol, Jordans, Bass & de Jong [34] | 2014 | Social Science & Medicine | Burundi | To examine the longitudinal association between cognitive social capital and mental health (depression and posttraumatic stress disorder (PTSD) symptoms), functioning, and received social support of children in Burundi | Mixed-methods, longitudinal |
Harpham, Snoxell, Grant & Rodriguez [24] | 2005 | British Journal of Psychiatry | Colombia | To measure the prevalence of common mental disorders among low-income young people in the city of Cali, Colombia and to examine associations with violence and social capital | Quasi-experimental, cross-sectional |
Khawaja, Abdulrahim, Soweid & Karam [35] | 2006 | Social Science & Medicine | Lebanon | To examine the association between place and components of social capital among adolescents living in three impoverished communities outside of Beirut, the capital city of Lebanon | Quantitative, cross-sectional |
Krasny, Kalbacker, Stedman & Russ [36] | 2013 | Environmental Education Research | USA | To develop and test for reliability a survey to measure cognitive and structural attributes of social capital among youth | Quasi-experimental, cross-sectional |
Lau & Li [37] | 2011 | Children and Youth Services Review | China | To examine the extent to which variations in family and school social capital can be explained by child’s differing socioeconomic and demographic background and school characteristics; and second, the extent to which family and school social capital in combination might be associated with variations in child subjective well-being in Shenzhen, China | Mixed methods, cross-sectional |
Magson, Craven & Bodkin-Andrews [38] | 2014 | Australian Journal of Educational & Development Psychology | Australia | To (1) develop a new multidimensional measure of social capital that accurately quantifies the extent of bonding, bridging, and linking capital an individual possesses; (2) test the psychometric properties of the new measure based on confirmatory factors analyses, tests of reliability, and invariance, and (3) establish the convergent validity of the new measure by examining the associations between the Social Capital and Cohesion Scale factors and mental health constructs | Quantitative, cross-sectional |
Onyx, Wood, Bullen & Osburn [39] | 2005 | Youth Studies Australia | Australia | To report on a project in which young people were actively involved in identifying relevant items for a social capital scale, administering a questionnaire concerning social capital and other social issues, and collating the results | Mixed-methods, cross-sectional |
Paiva, de Paiva, de Oliveira Filho, Lamounier, Ferreira, Ferreira, et al. [40] | 2014 | PLoS One | Brazil | To develop and validate a quick, simple assessment tool to measure social capital among adolescent students. | Mixed-methods, cross-sectional |
Pourramazani, Sharifi & Iranpour [41] | 2019 | Addict Health | Iran | To determine the prevalence and the relationship between SC and substance use in Southeast Iranian adolescents | Mixed methods, cross-sectional |
Ryan & Junker [42] | 2019 | Youth & Society | USA | To measure the multidimensional concept of social capital among youth in the domain of postsecondary transitions | Mixed-methods, cross-sectional |
Takakura, Hamabata, Ueji & Kurihara [43] | 2014 | School Health | Japan | To develop self-rating scales of social capital at school and neighborhood among young people and to evaluate psychometric properties of the scales. | Quantitative, cross-sectional |
Wang & Gu [44] | 2019 | Asia Pacific Journal of Education | China | 1. What is the status of social media use of Chinese adolescents in terms of frequency, place, type and aim? 2. Whether and to what degree does online social capital influence academic identity? 3. How do demographic variables influence the relationship between online social capital and academic identity? | Quantitative, cross-sectional, |
Reference | Type | Conceptualization | Dimensions/Constructs of Interest | Contexts Specified | Cognitive | Structural | Bonding | Bridging | Linking |
---|---|---|---|---|---|---|---|---|---|
Almgren et al., (2009) [26], USA | Items drawn from existing survey | Inspired by Baum & Ziersch (2003), Wilkinson (2009). | Local opportunity structure and social cohesion | School | x | x | x | ||
Antheunis et al., (2016) [27], The Netherlands | Adaptation of the Internet social capital scales, Williams (2006) | Inspired by Bourdieu & Wacquant (1992), Putnam (2000) | Bonding and Bridging social capital | Peer, Community | x | x | x | x | |
Buys & Miller. (2009) [28], Australia | Adaptation of the social capital questionnaire, Onyx & Bullen (2000) | Onyx & Bullen (2000), not further specified | Self-concept, reciprocity; extended networks; feelings of obligation; feelings of trust and safety. | peer, school, extended network | x | x | x | x | |
Carrillo-Álvarez et al., (2019) [29], Spain | Original item development | Inspired mainly by Coleman (1988), Litwin (2014) and Widmer et al., (2013) | Structural: Network structure; Quality of ties; Social interaction. Cognitive: family cohesion; sense of belonging; informal control or collective efficacy | Family, extended family | x | x | x | ||
Cordova et al., (2019) [30], USA | Original Item development | Inspired by Furstenberg & Hughes (1995); Lochner et al., (1999). | Civic engagement; adult support; community support | Community, peer | x | x | x | x | |
Curran (2007) [31], USA | Items drawn from existing survey | Inspired by Lin (2001) and Kreutzer & Lezin (2002). | Not specified | Family, family-school connection | x | x | x | ||
Ergün et al., (2018) [32], Turkish republic of Northern Cyprus | Original item development | Inspired by qualitative interviews and literature review. | Trust, respect and affection | Peer, family | x | x | |||
Geraee et al., (2019) [33], Iran | Original item development | Inspired by literature review and expert interviews. | Family functioning, family composition, family cohesion, family interactions | Family | x | x | x | ||
Hall et al., (2014) [34], Burundi | Original item development | Inspired by De Silva et al., (2006), Bourdieu (1986), Inaba (2013) and formative qualitative work | Cognitive social capital, trust, cohesion and reciprocity | Community | x | x | |||
Harpham et al., (2005) [24], Colombia | Unclear | inspired by SCAT (World Bank, Krishna & Schrader, 1999) and the World values survey | Trust, social cohesion, support and reciprocity, social control, civic participation | Community | x | x | x | x | |
Khawaja et al., (2006) [35], Lebanon | Original item development | Inspired by Putnam (1993, 2000) Literature review to establish dimensions and extract items | Civic engagement and community involvement; locational capital; trust; reciprocity; social support; and social network | Community, peer, family, extended family | x | x | x | x | |
Krasny et al., (2013) [36], USA | Adaptation of the National Social Capital Benchmark study. | Inspired mainly by Putnam (1995) | Trust; informal socializing; diversity of friendships; associational involvement; civic leadership | Community, peer, school | x | x | x | x | x |
Lau & Li (2011) [37], China | Original item development | Inspired by focus group interviews with parents of target group. Multiple theorists referenced | Structural and cognitive social capital | Family, school | x | x | x | ||
Magson et al., (2014) [38], Australia | Existing and original item development | Inspired by Stone (2001) and Stone & Hughes (2002), Putnam (2000) | Trust, sense of belonging, social cohesion | peer, family, community | x | x | x | ||
Onyx et al., (2005) [39], Australia | Partly adaptation of the social capital questionnaire Onyx & Bullen (2000)/Original item development | Inspired by literature review and target group involvement | Not specified | Peer, community, | x | x | x | x | |
Paiva et al., (2014) [40], Brazil | Original item development | Inspired by Coleman (1988) and literature review | Social cohesion and Trust | Peer, school, community | x | x | |||
Pourramazani et al., (2019) [41], Iran | Original item development | Inspired by Grootaert et al., (2004) Harpham et al., (2005) Paiva et al., (2014) | Trust, social participation, social cohesion, bonding SC | School, community, family | x | x | x | ||
Ryan & Junker (2019) [42], USA | Original item development | Inspired by Lin (2001) | Network structure: closeness, trust, network density, network norms, belongingness. Network content: access to resources. | Family, peer, extended network, school | x | x | x | x | |
Takakura et al., (2014) [43], Japan | Original Item development | Definition from Inaba (2013). inspired by Morgan & Haglund (2009), Boyce et al. 2008, Elgar et al., (2010) among others | Cognitive: trust and reciprocity, Structural: social participation | School, neighborhood | x | x | x | ||
Wang & Gu (2019) [44], China | Adaptation of the Internet social capital scales, Williams (2006) | Not specified | Bonding social capital: Emotional and substantive support | Online | x | x |
Reference | Sample | Setting | Pilot Sample | Adolescents Included in Development | Adolescents Included in Face Validity | ||
---|---|---|---|---|---|---|---|
N | Mean Age (Range) | Gender % Female | |||||
Almgren et al., (2009) [26], USA | 6853 | (17–18) | 55.0% | Administered in school, adolescents in general, group differences | N/A * | No | No |
Antheunis et al., (2016) [27], Netherlands | 3068 | 13.46 (11–14) | 53.7% | Administered in school, adolescents in general | N/A | No | No |
Buys & Miller. (2009) [28], Australia | 39 | 10.6 (9–13) | 69.2% | Administered in school, art programme students, intervention evaluation | 12 students, target group | No | Yes, target group |
Carrillo-Álvarez et al., (2019) [29], Spain | 429 (245 + 184) (59 retest) | (14–16) | 54.3% | Administered in school, adolescents in general, rural vs. urban comparison | See sample | No | Yes, target group |
Cordova et al., (2019) [30], USA | 200 | 17.4, (14–21) | 57.2% | Not specified, Sexual health, Impoverished neighborhoods, ethnic minority residents | See sample | No | No |
Curran (2007) [31], USA | 590 | (14–18) | 50.2% | Administered in school, risk and protective factors in adolescents | N/A | No | Yes, target group not specifically for SC instrument |
Ergün et al., (2018) [32], Turkish republic of northern Cyprus | 304 | (17–18) | Not specified | Administered in school, adolescents in general | 40 students, target group | Yes, 15 target group interviews | Yes, target group |
Geraee et al., (2019) [33], Iran | 835 | 15.2 (12–19) | 48.7% | Administered in school, adolescents in general | See sample | No | Yes, target group |
Hall et al., (2014) [34], Burundi | 176 | 12.0 (6–16) | 46.6% | Administered in school, adolescents exposed to PTEs with mental health problems | See sample | Yes, target group interviews | Yes, target group |
Harpham et al., (2005) [24], Colombia | 1057 | (15–25) (70.9% 15–20) | 57.30% | Household setting, Impoverished neighborhoods, mental disorders | N/A | No | No |
Khawaja et al., (2006) [35], Lebanon | 1294 | (13–19) | Not specified | Household setting, Impoverished neighborhoods | N/A | No | No |
Krasny et al., (2013) [36], USA | 210 + 87 | (10–18) | 48–57% | Administered at summer work camp, Social capital in relation to Environmental Education | 9 adolescents, 14–18 years | No | Yes, target group |
Lau & Li (2011) [37], China | 1306 | (11–12) | 43.9 | Not reported, early adolescents in general | Two rounds, not specified | Yes, target group interviews | Yes, target group |
Magson et al., (2014) [38], Australia | 1371 | (12–17) | 38.7% | Administered in school, adolescents in general, relation to mental health | N/A | No | No |
Onyx et al., (2005) [39], Australia | 173 | (12–20) | 47.9% | Administered publicly and in school, rural adolescents | See sample | Yes, target group, active participation | Yes, target group |
Paiva et al., (2014) [40], Brazil | 101 | 12 (12) | 53.5% | Administered in school, adolescents in general | 12 students, target group | No | Yes, target group |
Pourramazani et al. [41], (2019), Iran | 600 | 16.63 (15–18) | 54.8% | Administered in school, relation to substance use | 28 students, target group | No | Yes, target group |
Ryan & Junker (2019) [42], USA | 140 | (14–18) | 61% | Administered online in school setting, post-secondary transition | See sample | No | Yes, target group |
Takakura et al., (2014) [43], Japan | 1241 | (15–18) | 55% | Administered in school, adolescents in general | N/A | No | No |
Wang & Gu (2019) [44], China | 1286 | 18.9 (18–20) | 60.3% | Administered online, Retrospective questions, online SC | 78 students, | No | Yes, target group |
Face and Content Validity | |||||
---|---|---|---|---|---|
Reference | Instrument Name | Subscales/Number of Items | Subscale Labels | Response Options | Theory Explicit/Expert Opinion/Target Group Opinion/Revision |
Almgren et al., (2009) [26] | Not named | 4/13 | Positive school affiliation, safe learning environment, social network cohesion, parents having knowledge of friends’ plans | Likert scale, not further specified | Not reported |
Antheunis et al., (2016) [27] | Not named | 2/7 | Bridging and Bonding social capital | 5-point Likert scale | Not reported |
Buys & Miller (2009) [28] | Not named | 4/22 | Self-concept, reciprocity; extended networks; feelings of obligation; feelings of trust and safety. | Dichotomous | Target group opinion, revision |
Carrillo-Álvarez et al., (2019) [29] | Family Social Capital Questionnaire (FSCQ) | 2/24 + 7 | Structural: Structure of the network; Quality of the ties; Social interaction. Cognitive: Collective efficacy; Informal control; Sense of belonging; Family conflict (Bridging SC as supplement) | Multiple choice, 6-point Likert scale | Theory explicit, expert opinion, target group opinion, revision |
Cordova et al., (2019) [30] | Brief Social Capital for Youth Sexual and Reproductive Health Scale (BSC-Youth) | 3/16 | Community support and condom self-efficacy; Adult support; Civic engagement | 5-point Likert scale | Theory explicit |
Curran (2007) [31] | Not named | 4/39 | Parental rules and expectations; human capital; family climate; family connectedness | Multiple choice | Content validity assessed for the complete YRPS, not social capital |
Ergün et al., (2018) [32] | Social capital scale | 4/22 | Trust in friendships; Interaction in the family; Sensitivity in friendships; common social capital scale | 5-point Likert scale | Expert opinion, target group opinion, revision |
Geraee et al., (2019) [33] | Family social capital scale | 4/31 | Family cohesion; family interactions: lack of family conflicts: family control | 5-point Likert scale | Expert opinion, target group opinion, revision |
Hall et al., (2014) [34] | Not named | 6 items | Cognitive social capital | 4-point Likert scale | Theory explicit, target group opinion/revision |
Harpham et al., (2005) [24] | Not named | 6/37 | Trust in institutions; trust in people; social cohesion; solidarity; social control; civic participation | 3- and 5-point Likert scale | Not reported |
Khawaja et al., (2006) [35] | Not named | 6/18 | Civic engagement and community involvement; locational capital; interpersonal trust; reciprocity; hypothetical social support; and social network | 4 and 5-point Likert scale, Dichotomous, multiple choice, | Not reported |
Krasny et al., (2013) [36] | Not named | 5/27 | Social trust; informal socializing; diversity of friendships; associational involvement; civic leadership | 5-point Likert scale, Dichotomous | Theory explicit, expert opinion, target group opinion, revision |
Lau & Li. (2011) [37] | Not named | 6/38 | Bond between children and parents (structural and cognitive), teacher-student relationship, peer relationship (structural and cognitive), bonds between parents and schools | 4 and 5-point Likert scale | Target group opinion, revision |
Magson et al., (2014) [38] | Social Capital and Cohesion Scale (SCCS) | 6/29 | Family SC, Peer SC, Neighbor SC, institution SC, Belonging, Isolation | 5-point Likert scale | Theory explicit |
Onyx et al., (2005) [39] | Youth Social Capital Scale | 7/34 | Factors labelled connections with friends; participation in the community; moral principles; neighborhood connections; trust and safety; belonging with a group of friends; youth social agency | 4-point Likert scale | Target group developed/opinion, revision |
Paiva et al., (2014) [40] | Social Capital Questionnaire for Adolescent Students (SCQ-AS) | 4/12 | School Social Cohesion; School Friendships; Neighborhood Social Cohesion; Trust: school/neighborhood | 3-point Likert scale | Theory explicit, expert opinion, target group opinion, revision |
Pourramazani et al., (2019) [41] | Not named | 6/36 | Social trust; social participation; social cohesion; bonding with neighbors; Bonding with family; Bonding with schools | 5-point Likert scale | Expert opinion, target group opinion, revision |
Ryan & Junker (2019) [42] | Not named | 4 + 1/17 + 4 | Network structure: network location; collective assets peer norms; sense of belonging. Network content: access to resources. | Name generator, Dichotomous, 4 and 5-point Likert scale | Theory explicit, expert opinion, target group opinion, revision |
Takakura et al., (2014) [43] | Not named | 2 subscales/Cognitive 12 items, Structural not specified | Cognitive social capital at school/neighborhood; Structural social capital at school/neighborhood | 5-point Likert scale, 6-point scale | Theory explicit |
Wang & Gu (2019) [44] | Not named | 2/6 | Online social capital: Emotional and substantive support | 5-point Likert scale | Target group opinion/revision |
Internal Structure | Reliability and Responsiveness | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
Reference | Structural Validity | Construct Validity/Hypotheses Testing/Convergent Validity | Concurrent Validity/Measurement Invariance | Internal Consistency | Stability | |||||
Factor Analysis | Results | In Line with Hypothesis/Subgroup Comparison | Results | CFA or DIF Analyses | Results | Cronbach’s Alpha/KR | Results | Test-retest/ICC/Kappa/Weighted Kappa | Results | |
Almgren et al., (2009) [26] | PCA | Four-factor solution, eigenvalues >1, item loadings >0.4. | Positive relationship with self-rated health | inconsistent | N/A | Cronbach’s alpha | Subscales range 0.28–0.86 | N/A | ||
Antheunis et al., (2016) [27] | EFA | Two-factor solution, eigenvalues 2.36 for bonding and 1.94 bridging, variance explained 33%. | Positive relationship between social capital and SNS use intensity | p < 0.001 | N/A | Cronbach’s alpha | Bonding 0.76, bridging 0.66 | N/A | ||
Buys & Miller (2009) [28] | N/A | Positive relationship with art program | inconsistent | N/A | N/A | N/A | ||||
Carrillo-Álvarez et al., (2019) [29] | PCA, then CFA in different sample | Seven-factor solution (loadings > 0.5) eigenvalues range 1.205–4.045, variance explained 64.8% and 74.0%. CFI 0.94. | See concurrent validity | Mean score comparison between rural and urban group | Significant difference for structural dimension p < 0.01 | Cronbach’s alpha | Structural 0.79, cognitive 0.79 | Test–retest with ICC | 0.86 | |
Cordova et al., (2019) [30] | EFA and CFA | Three-factor solution, CFA factor loadings 0.27–1.15, CFI 0.90, RMSEA 0.068 | Tests of normality | all items >5% occurrence in sample | N/A | Cronbach’s alpha | Community support and condom S-E 0.60, adult support 0.83, civic engagement 0.59 | N/A | ||
Curran (2007) [31] | EFA | Four-factor solution, Eigenvalues > 1.0, variance explained 32.8% | Inverse relationship with substance use | p < 0.001 | N/A | Cronbach’s alpha | Subscales range 0.41–0.80 | N/A | ||
Ergün et al., (2018) [32] | EFA, VFA and CFA | EFA: variance explained 51.50%, CFA: factor loadings > 0.05, RMSEA 0.05, CFI 0.91 | Correlation between school climate and social capital | Positively correlated | N/A | Cronbach’s alpha | Subscales range 0.79–0.88 | N/A | ||
Geraee et al., (2019) [33] | EFA and CFA | Four-factor solution, factor loadings > 0.5. RMSEA 0.04, CFI 0.87 | Inverse mediating role of social media use in relationship between social capital and life satisfaction | p < 0.001 | N/A | Cronbach’s alpha | Subscales range 0.69–0.94 | N/A | ||
Hall et al., (2014) [34] | N/A | Protective effect on depressive symptoms and functional impairment | p < 0.001 | N/A | Cronbach’s alpha | Total scale 0.70 | N/A | |||
Harpham et al., (2005) [24] | Factor analysis | Eight-factor solution, no specifics | Inverse relationship with common mental disorders | Not confirmed | N/A | N/A | Test–retest, Spearman’s correlation coefficient for reliability | 67% of SC-items had >0.70 | ||
Khawaja et al., (2006) [35] | N/A | Positive relationship with self-rated health | Confirmed | N/A | Cronbach’s alpha | Total scale 0.59 | N/A | |||
Krasny et al., (2013) [36] | N/A | Hypothesis that EE programs would increase social capital | Partly confirmed | N/A | Cronbach’s alpha, KR | Social trust 0.64, informal socializing 0.74, Diversity of friendship KR-20 0.71, no test for other subscales | Test–retest | No mean score difference in control group | ||
Lau & Li (2011) [37] | N/A | Positive relationship with well-being | p < 0.001 | N/A | Cronbach’s alpha | Family social capital 0.84, School social capital 0.70 | N/A | |||
Magson et al., (2014) [38] | CFA | Final model: six factor solution, loadings 0.46–0.81, RMSEA 0.042, CFI 0.98. | Inverse relationship with mental health outcomes | p < 0.001 | Invariance testing CFA models for gender and regions. | Gender: CFI change <0.1, RMSEA 0.069, Region: CFI change > 0.1 | Cronbach’s alpha | Subscales range 0.70–0.89 | N/A | |
Onyx et al., (2005) [39] | Hierarchical factor analysis with varimax rotation | One secondary- and seven primary-factor solution, loadings range 1.56–3.86, eigenvalues 1.32–5.81, Total variance explained 48.6%, RMSEA 0.08 | Factors compared with adult sample who completed scale by Onyx & Bullen (2000) | Both recurring and unique factors, not further specified | Invariance testing for age groups | Three factors displayed significant differences between age groups, specifics not reported | Cronbach’s alpha | Total scale 0.83 | N/A | |
Paiva et al., (2014) [40] | EFA with Varimax rotation and CFA | Four-factor solution, loadings > 0.48, eigenvalues 1.15–2.89, Variance explained 61.68%. KMO 0.63, CFI: 0.85, RMSEA 0.105 | N/A | N/A | Cronbach’s alpha | Total scale 0.71 | Test–retest with Kappa-coefficient | Range 0.64–0.97 | ||
Pourramazani et al., (2019) [41] | N/A | Inverse relationship with substance use | Partly confirmed | N/A | Cronbach’s alpha | Subscales range 0.62–0.79 | N/A | |||
Ryan & Junker (2019) [42] | CFA | Model A: Loadings 0.39–0.90, CFI 0.93, RMSEA 0.06 Model B & C: Loadings 0.30–0.90, CFI 0.94, RMSEA 0.06 | Hypothesis of consistency with theory | Confirmed through CFA with caution for sample size | Invariance testing for lunch prize subsidies and age | p ≤ 0.05 | Cronbach’s alpha | Subscales range 0.72–0.80 | N/A | |
Takakura et al., (2014) [43] | EFA with promax rotation for cognitive subscale | Two-factor solution, eigenvalues 2.4 & 5.7, item loadings 0.48–0.94, variance explained 68.1% | Positive relationship with self-rated health and physical activities, inverse relationship with depressive symptoms | Cognitive: 0.15–0.31/−0.25–−0.39, p < 0.001. Structural not confirmed | Tested for correlation with safety | Cognitive: 0.26–0.63, p < 0.01. Structural not confirmed | Cronbach’s alpha | School 0.92, Neighborhood 0.94 | Test–retest with Pearson correlation coefficient | Range 0.48–0.81 |
Wang & Gu (2019) [44] | N/A | Positive relationship between online SC and peer relationships and academic identity | p < 0.01 | N/A | Cronbach’s alpha | Total scale 0.84, subscales 0.77 and 0.78 | N/A |
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Ahlborg, M.G.; Nyholm, M.; Nygren, J.M.; Svedberg, P. Current Conceptualization and Operationalization of Adolescents’ Social Capital: A Systematic Review of Self-Reported Instruments. Int. J. Environ. Res. Public Health 2022, 19, 15596. https://doi.org/10.3390/ijerph192315596
Ahlborg MG, Nyholm M, Nygren JM, Svedberg P. Current Conceptualization and Operationalization of Adolescents’ Social Capital: A Systematic Review of Self-Reported Instruments. International Journal of Environmental Research and Public Health. 2022; 19(23):15596. https://doi.org/10.3390/ijerph192315596
Chicago/Turabian StyleAhlborg, Mikael G., Maria Nyholm, Jens M. Nygren, and Petra Svedberg. 2022. "Current Conceptualization and Operationalization of Adolescents’ Social Capital: A Systematic Review of Self-Reported Instruments" International Journal of Environmental Research and Public Health 19, no. 23: 15596. https://doi.org/10.3390/ijerph192315596