سرمایۀ اجتماعی و هم‌زیستی اجتماعی (مورد مطالعه: دانش آموزان دختر دورۀ پیش‌دانشگاهی شهر تبریز1390)

هدف پژوهش حاضر، بررسی رابطۀ هم‌زیستی اجتماعی و برخی از عوامل مرتبط با آن در دانش‌آموزان دختر دورۀ پیش‌دانشگاهی شهر تبریز در سال تحصیلی 91-1390 می‏باشد. هم‌زیستی محصول زندگی اجتماعی است و کارآیی یک جامعه را به شدت بالا می برد. هم‌زیستی حالتی ذهنی و رفتاری است و شامل به رسمیت شناختن موجودیت گروه دیگر با وجود تفاوت‏هایشان در ابعاد، هدف‏ها، ارزش‏ها، ایدئولوژی‏ها و حوزه‏های دیگر با به رسمیت شناختن و ارزش‌گذاردن به دیگران، شخصیت‌دادن به اعضای گروه دیگر، عدم برتری‌انگاری گروه خود و آمادگی برای همکاری، مراوده و رقابت با دیگران است. متغیرهای مختلفی بر هم زیستی اجتماعی اثر می گذارند و در این پژوهش متغیرهای حمایت اجتماعی، سرمایۀ اجتماعی و روابط خانوادگی متغیرهای مستقل مورد مطالعه هستند. مطالعه از نوع پیمایشی بوده و اطلاعات مورد نیاز با استفاده از پرسش‌نامۀ محقق‌ساخته جمع‌آوری شده است. جامعۀ آماری تحقیق، کلیۀ دانش‌آموزان دختر مقطع متوسطه، پیش‌دانشگاهی شهر تبریز (5866 نفر) می‏باشد که از میان آن‌ها یک نمونۀ 360 نفری از طریق فرمول کوکران و به شیوۀ خوشه‏ای انتخاب و مورد بررسی قرار گرفته است. نتایج نشان داد میانگین هم‌زیستی اجتماعی (7/67) بوده که بالاتر از متوسط است. همچنین، رابطۀ متغیر هم‌زیستی اجتماعی با سرمایۀ اجتماعی (305/0)، حمایت اجتماعی (359/0) و رابطۀ خانوادگی (134/0) مستقیم، معنادار و مثبت بوده است؛ اما تفاوت میانگین هم‌زیستی اجتماعی مشاهده‌شدۀ دانش‌آموزان براساس خاستگاه زندگی والدینشان معنادار نبوده است.

Social Capital and Social Coexistence (The Case of Preuniversity School Girls in Tabriz City, 2012)

Extended Abstract1. IntroductionCoexistence is a mentalbehavioral state held in common with members of a society, within which others are accepted as legitimate and equalright partners. Becoming a common practice, coexistence can increase the level of corporation and social participation and reconcile the senses of value conflicts in the society. Because of inter and intrasocietal diversities and complexities of social relations, social coexistence (its creation or maintenance) has become one of the main issues or challenges in contemporary social studies. Coexistence, like any other behavior, is socially learned (or thought) by the agents of socialization from the infancy. Among others, some of social and familial factors could promote the sense and practice of coexistence among students. The present study aimed at studying the level of social coexistence and some of its related social factors among preuniversity students of Tabriz city.2. Theoretical Framework Existing theoretical and empirical literature emphasized on various factors as promoters of coexistence. Putnam, emphasized on social capital as a main determinant (cited in Colman, 1994), and Sharepour and et al (2009) in an empirical study found out that social capital is among the main determinants of coexistence. Ghaith (2002), Hastings (2004), and Khosh Konesh (2010) showed that social support has significant impact on social coexistence. Socialization, parental style and familial atmosphere are among influencing factors of coexistence, especially among youngsters. Rastgaran (2014) observed evident relationships between these variables and coexistence. According to the theoretical and empirical frameworks, three main hypotheses have been examined, including:•Increases in social capital can positively affect the level of coexistence among students;•Social support can positively impact the level of coexistence among students;•And, the quality of familial relationships can affect the level of coexistence among students. 3. MethodologyThe present study is an applied research and has been done utilizing the survey method. The study utilizes firsthand data gathered by the use of questionnaire. The sample, 360 students, are chosen from all preuniversity female students of Tabriz city in the studying year 201314 (around 5866) by the use of Chochran 's sampling formula and multistage stratified sampling technique. 4. FindingsReviewing descriptive statistics and taking students ' majors into account, around 30.2 percent of them were studying mathematics, and 24.7, 39.7, and 5.5 percent were studying humanities, medicine and arts, respectively. Mean grade point average for the students was 16.58 (SE= 2.13). Mean score for social coexistence is 67.78 (Min 8.75; Max 96.25), indicating a relatively high score by itself. Results for testing the three mentioned hypotheses, show that all three independent variables; namely social support (r= 0.359), social capital (r= 0.305), and quality of familial relationship (r= 0.134) are positively and significantly related to the level of coexistence. Therefore, it could be concluded that those student who experience more social support, have higher levels of social capital, and have qualified familial relationships, have got higher scores of coexistence, too. 5. Summary and ConclusionFindings of the study show that, those students with higher levels of social support, compared to others have got higher scores on coexistence index. Creation and promotion of this sense, in one sense, will depend on awareness of the parents and school administrators of this effect. Further efforts to promote the sense of coexistence among students will be improvement of social capital. As students develop extensive and trusted social ties with their peers, family members, and acquaintances, they will experience higher levels of the sense of coexistence at school, as well. Another promoting factor with respect to social coexistence among students is the quality of their familial relationships. Findings show that quality of the relationship between students and their parents, can affect their experienced level of coexistence. Higher levels of coexistence are seen among students who have their parental relationships based on mutual understanding, while students with noncorporative parental relationships, and have shown lower levels of coexistence at school. Findings clearly indicated that family and familial experiences have a crucial role in formation of the social coexistence. Those students who are given rationalized support; and are given proper love and care; and are given the sense of selfworth by their parents, can count on their family and parents in all stages and matters of their lives and foster the sense of companionship and learn to abandon some of their personal desires in favor of others. Children via having these mentioned characteristics in their relationships (which are first, fostered by the family), will be able to motivate the higher levels of the sense of social coexistence, when entering into the social life. Therefore, to foster the sense of coexistence among students, parents used to be informed and even educated, with respect to the role of parental relationships on children 's social and academic experiences. On the other hand, schools ' administrators can encourage the sense of empathy among students by fostering interactional friendship, mutual respect, and corporation in educational affairs. This will pave the road for promotion of the sense of social coexistence among students, via instructing them to establish good social relationships; strengthening the sense of self control; increasing their awareness of rights and responsibilities; realizing their strengths and weaknesses; and understanding their similarities and differences from others. Furthermore, because of the personal differences among students in terms of intelligence, personality characteristics, family background, etc, schools and teachers can further increase the level of social coexistence among students by making use of participatory teaching methods. This will lead to enhancement of inter and intragroup relationships among students and promote the sense of tolerance and coexistence in a practical manner.