Social Psychology Research

Abstract Introduction: In recent years, academic citizenship behaviors have increasingly attracted researchers' attention as key components in enhancing learning quality, improving academic interactions, and strengthening students' sense of responsibility. These behaviors are influenced by various individual and familial factors. Accordingly, the present study aimed to causally explain academic citizenship behaviors based on economic, social, and cultural capital, with the mediating role of moral character among student teachers at Farhangian University. Method: This research employed a descriptive-correlational design using structural equation modeling (SEM). The statistical population included all pre-service teachers at Farhangian University in Yazd during the 2023–2024 academic year. A total of 360 participants were selected through cluster random sampling, and data from 352 individuals were ultimately analyzed. The measurement tools included questionnaires on academic citizenship behavior (Golparvar, 2010); family social capital (Akbari, 2013); cultural capital (Sharbatian & Eskandari, 2017); and moral character (Khormaei & Ghaemi, 2018). Data were analyzed using SPSS-26 and SmartPLS-3 software. Results: The results indicated that social capital had a direct significant effect on academic citizenship behaviors (β = 0.19), while cultural (β = -0.04) and economic capital (β = 0.06) did not. All three types of capital significantly predicted moral character (social: β = 0.13; economic: β = 0.23; cultural: β = 0.20). Moreover, moral character significantly influenced academic citizenship behaviors (β = 0.42). Regarding indirect effects, cultural (β = 0.10) and economic capital (β = 0.08) influenced academic citizenship behaviors through moral character, whereas the indirect effect of social capital was not significant (β = 0.05). Conclusion: The research findings highlight the direct role of social capital in enhancing academic citizenship behaviors and underscore the mediating role of moral character in transmitting the effects of cultural and economic capital.

Abstract Introduction: Parents have a very important role in the formation of social skills in their children, hence The purpose of this study is to explain the social skills of children based on the Parent's Social Capital and Cultural Capital‎‎of parents concerning the mediating role of coping styles with children's negative emotions (CCNE).
Methods: The research method is a descriptive correlation. The statistical population was the parents of primary school students in Yazd in the academic year ‎2020-2021‎. The sample size was 500 people who were selected with the multi-stage cluster sampling method and 419 people completed the questionnaires. Research measurement included ‎ the Social skills rating system, CCNES, Family Social Capital, and cultural Capital Scale. SmartPls3 software was also used to analyze the data by structural equation modeling.
Result: The results showed that social capital, both directly (β= 0.26, P=0.002) and in a process due to supportive (β= 0.044, P=0.009) and non-supportive CCNE (β= 0.033, P=0.013) can predict children's social skills. Cultural capital is directly (β= 0.11, P=0.043) related to supportive CCNE. Social capital can play a significant role in explaining how parents deal with their children's emotions (β= 0.22, P=0.001) and in some way affect their children's emotional socialization. Model fitness indices (NFI = 0.61, SRMR =0.089) also showed that the model has ‎an acceptable fitness. ‎
Conclusion: In general, having more of these social and cultural capitals causes mental and behavioral changes in social actors (parents and children) and these changes are reflected in parents' styles in dealing with emotions as well as children's social skills.