Effects of service use, family social capital and school social capital on psychosocial development among economically disadvantaged secondary school students in Hong Kong

Abstract

This study investigates factors conducive to the success of young people growing up with economic disadvantage. Previous studies often focused on the risks and difficulties experienced by this cohort of young people; however, little attempt has been made to examine factors that help them thrive or escape from adversity. It is with this consideration in mind that this study examines the ways in which service use, family social capital and school social capital affect psychosocial development in such areas as mental health, positive identity, behavioural adjustment, resilience, academic success and overall accomplishment. The basic premise is that these three factors may have differential effects on youth outcomes. To test this conjecture, the study employs survey data collected from a territory-wide sample of 862 students from low-income families recruited from 14 secondary schools located in different districts of Hong Kong. The results support our hypotheses that service use, family social capital and school social capital have significantly positive effects on psychosocial development, although their individual effects differ across indicators of development. In addition, the two background characteristics of gender and public assistance reception have significant effects on developmental outcomes. The implications of the findings for further research and service provision are discussed.

Keywords:

• economic disadvantage
• psychosocial development
• service use
• family social capital
• school social capital
• secondary school students

Acknowledgements

This project was supported by a grant from the Research Grants Council, Government of the Hong Kong Special Administrative Region (Project Number 449409).