The Role of Social Capital in Explaining the Academic Performance of Bachelor Degree Students of the Faculty of Social Sciences at Kabul Education University

Abstract

The purpose of this study was to examine the role of social capital in explaining the academic performance of undergraduate students in the Department of Social Sciences at Kabul Education University. In terms of its purpose, this study was descriptive–analytical. Based on the nature of the data, it employed a quantitative research approach. Data were collected using a survey method, and the study was applied. The researchers collected data through two researcher-developed questionnaires. The first questionnaire measured social capital and included three dimensions and 21 items. The second questionnaire assessed academic performance and likewise comprised three dimensions with 21 items. The study population consisted of 360 undergraduate students enrolled in the Department of Social Sciences at Kabul Education University. Using Cochran's formula, the researchers determined a sample size of 186 participants. Participants were selected using a probability sampling technique with simple random sampling. The findings revealed a positive and statistically significant relationship between social capital and academic performance. Furthermore, the regression analysis indicated that social participation was the strongest predictor of academic performance, followed by social cohesion. In contrast, social trust did not demonstrate a statistically significant effect after controlling for the other variables. These findings underscore the importance of strengthening social capital to enhance students' academic performance.