The purpose of this study was to investigate the relationship between parental social economic status (SES) and adolescent activity competency. Quantitative research methods were used to analyze new the data sets generated through 548 surveys conducte... The purpose of this study was to investigate the relationship between parental social economic status (SES) and adolescent activity competency. Quantitative research methods were used to analyze new the data sets generated through 548 surveys conducted. The participants were high school students from three different type of schools: public schools, private schools, and specialized schools. All of then were in first or second grade of high school. Key variable were parental social-economic status as an independent variable, cultural capital as a mediating variable, and adolescent activity competency as a dependent variable. To analyze the data, SPSS ver. 18.0 and Amos 20.0 were used. The collected date were analyzed using Factor analysis, Reliability analysis, T-test, One-way ANOVA, and Structural Equation Modeling. The results are summarized as follows: First, there was meaningful difference between school type, religion, parents education or job status and student’s cultural capital. Second, the adolescent activity competency was different depending on age, gender, and school type. Specialized high school students showed lower levels of cultural capital than public or private high school students. Third, the higher of parents social economic status, the higher students cultural capital as well as cultural capital directly effect on the adolescent activity competency. Fourth, cultural capital mediated between parental social economic status and adolescent activity competency. The followings are suggested based on the results: First, education ministry needs to collaborate with schools to build up systems so that the gap of the cultural capital can be reduced. Second, schools need to provide various cultural programs for the students and let the students choose by themselves without any pressure. Third, to solve the inequality of cultural capital, it is necessary for school social workers to improve cultural competency. Fourth, empowerment of social worker’s cultural capital will be helpful for the students in outside of school. Fifth, cultural voucher system need to be complemented. ，韩语论文网站，韩语毕业论文 |
