Social capital, social cohesion and cognitive attainment

Menés, Jorge Rodríguez; Donato, Luisa

doi:10.4337/9780857935854.00022

Cited by 3 publications

(1 citation statement)

References 31 publications

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“…Thus, trust is associated with higher degrees of economic growth and development (Algan and Cahuc, ; Varvarigos and Xin, ). It leads to higher levels of cognitive abilities, as well as better health and mental health outcomes among individuals (Kim et al, ; Menés and Donato, ; Murayama, Fujiwara and Kawachi, ). It is also linked to civic engagement, support for democratic politics, and lower levels of crime (Akçomak and ter Weel, ; Kong, ; Stolle, ).…”

Section: Introductionmentioning

confidence: 99%

Does trust increase willingness to pay higher taxes to help the needy?

Habibov

Cheung

Auchynnikava

2017

Int Social Security Review

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The article studies the causal effect of trust on the willingness to pay higher taxes to help the needy in a sample of 29 countries of Eastern and Southern Europe, and the former Soviet Union and Mongolia. It is hypothesized that interpersonal trust leads to a greater willingness to pay taxes to help the needy since (i) trust increases the likelihood of helping strangers; (ii) trust fosters solidarity and cooperation when working to solve common problems in society; and (iii) trust reduces suspicion with respect to the perceived misuse of redistributed money. Three key findings are that the more people trust each other, the more they are ready to support the welfare state; the effect of trust on welfare state support holds even in a contextual environment characterized by rather lower levels of trust and relatively underdeveloped systems of redistribution; and higher individual‐level trust fosters tax morale and helps deter tax evasion.

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Section: Introductionmentioning

confidence: 99%

Does trust increase willingness to pay higher taxes to help the needy?

Habibov

Cheung

Auchynnikava

2017

Int Social Security Review

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School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model

Ortega

Malmberg

Sammons

2018

School Effectiveness and School Improvement

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This study investigates school effects on primary school students' language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (three time-points, four cohorts) together spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students' growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised countries) and moderately consistent across school subjects. School composition effects on student achievement status were found for both school subjects. However, there was no evidence of composition effects on student achievement growth. The study provides new evidence on the size and nature of school effects in a developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve models).

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Social Capital and Student Achievement: An Intervention-Based Test of Theory

Gamoran

Miller²,

Fiel

et al. 2021

Sociol Educ

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Social capital is widely cited as benefiting children’s school performance, but close inspection of existing research yields inconsistent findings. Focusing on intergenerational closure among parents of children in the same school, this article draws from a field experiment to test the effects of social capital on children’s achievement in reading and mathematics. When children were in first grade, their schools were randomly assigned to an after-school family-based intervention that boosts social capital. A total of 52 schools in Phoenix, Arizona, and San Antonio, Texas, containing over 3,000 first graders, participated in the study, with half the schools in each city assigned to the treatment group and half serving as no-treatment controls. Two years later, no differences in third-grade achievement were evident between children who had been in treatment schools versus control schools. By contrast, nonexperimental analyses of survey-based measures of social capital suggest positive effects on achievement, indicating that naïve estimates based on survey measures may be upwardly biased by unobserved conditions that lead to both stronger ties among parents and higher test scores. This article adds to a growing literature that raises doubts about the effects of this type of social capital for achievement outcomes among young children.

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Social capital, social cohesion and cognitive attainment

Cited by 3 publications

References 31 publications

Does trust increase willingness to pay higher taxes to help the needy?

Does trust increase willingness to pay higher taxes to help the needy?

School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model

Social Capital and Student Achievement: An Intervention-Based Test of Theory

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