Social capital is a term proposed in literature to define the relationship between adverse experiences and their negative impacts. Despite evidence of correlation between offline social capital (e.g., from parents, peers and school in real life) and health effects, there is a lack of research comparing the role of online social capital (e.g., from online acquaintances and social network platforms) with offline social capitals in child polyvictimization. This study aims to investigate the effects of child polyvictimization operating through multiple forms of social capital (e.g., victimization by parents, teachers and peers or on cyberspace) on depression in children. A total of 1213 students in Grades 7-9 from boarding schools in rural China participated in the study. The structural equation modelling (SEM) was applied to specify the structure between observed indicators and latent constructs categorized as online or offline social capitals. Results showed that 54.7% of the participants reported at least one form of victimization in their lifetime and 19.8% reported peer polyvictimization. The relationship between victimization and depression showed that offline social capitals fully mediated victimization by teachers and peers, whereas online social capitals fully mediated the relationships between cyber victimization and depression. The findings offer insights for proactive intervention to improve online and offline social capital in polyvictimization prevention.
Although it has been widely acknowledged that hope, career competency, and outcomes of social well-being (i.e., social integration, social contribution, and civic engagement) are key components of youth’s career and life development (CLD), those interrelationships, their predictive relationships, and the relative importance of the variables in the relationships remain poorly understood. To fill that gap, we conducted two network analyses on three waves of data collected in the CLAP@JC Community Intervention Project. A total of 4,220 non-engaged youth (NEY) from Hong Kong participated in the project, all of whom were 13–29 years old (M = 18.66, SD = 3.20) and 53.3% of whom were boys and young men. The first network analysis, conducted on the data at baseline, revealed a moderate correlation between career competency and hope and a strong correlation between civic engagement and social contribution. The second network analysis, conducted on the aggregated three-wave data, showed that career competency could predict all other variables and that only hope could positively impact career competency over time. We also observed that social contribution can positively influence hope. Overall, our findings highlight the central role of career competency in networks while also revealing the different roles of the examined variables within the networks. Our new findings on the functions of and the relationships among those variables provide insights for further theorizing CLD, while the information obtained can also help practitioners to develop effective intervention strategies for promoting CLD among NEY.
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