Effects of Social Capital on the Psychosocial Development of Children in Middle Childhood in China

In this analysis, the effects of social capital (including family, school, peer and community social capital) on the psychosocial development of children from two-parent families in China have been investigated. And five dimensions of psychosocial development are analyzed, including social competence, emotional competence, self-esteem, resilience and pro-social behavior. In total, 140 children studying in grades 4 to 6 from two primary schools in Tianjin have involved. And all of the participants are selected randomly. The outcomes suggest different effects of social capital on the five dimensions of psychosocial development. The interaction effect between family and community social capital significantly affects children’s social competence, emotional competence and resilience at the same time. School social capital and peer social capital are interacted, and influence emotional competence. Meanwhile, the interaction effect between school and community social capital has significant effect on resilience. However, except for the direct effect of family social capital on social competence, no other direct significant effects of social capital have been found surprisingly. It is also surprising to find no significant effects of social capital on self-esteem or pro-social behavior, which is conflict with the current literature from Western culture. The outcomes from empirical analysis suggest that, simple social capital can not promote the psychosocial development of children in middle childhood in Chinese context. To strengthen the interaction between family and school, school and community, and family and community, will be very important to improve children’s psychosocial development level. Furthermore, more potential predictors are supposed to function to promote self-esteem and pro-social behavior in Chinese context, such as cultural capital.