تحلیل جامعه شناختی رابطه سرمایه اجتماعی و رفاه ذهنی (مورد مطالعه: دانشجویان دانشگاه لرستان)

هدف پژوهش حاضر تحلیل جامعه شناختی رابطه سرمایه اجتماعی و رفاه ذهنی در بین دانشجویان دانشگاه لرستان می‌باشد. لذا، در بخش سرمایه اجتماعی از تئوری پاتنام و در بخش رفاه ذهنی از تئوری تلفیقی استفاده شده است. جامعه آماری این پژوهش، شامل کلیه دانشجویان دانشگاه لرستان در سال 1398 می‌باشد. در این پژوهش برای تعیین اندازه نمونه از فرمول کوکران استفاده شد که حجم نمونه آن 384 نفر بدست آمد. همچنین، برای انتخاب نمونه مذکور از بین کلیه دانشجویان از روش نمونه‌گیری طبقه‌ای متناسب استفاده شد. این پژوهش، با در نظر گرفتن اهداف موجود در آن از نوع تحقیقات همبستگی به شمار می‌آید. در این پژوهش، برای جمع‌آوری داده‌ها از دو پرسشنامه‌ محقق ساخته سرمایه اجتماعی و رفاه ذهنی استفاده شد که شاخص‌های روان سنجی (روایی و پایایی) آن مورد تایید قرار گرفت. . نتایج نشان داد که مدل طراحی شده تحقیق با داده‌های جمع‌آوری شدهt برازش کامل دارد. همچنین، نتایج برازش مدل حکایت از آن دارد که مسیرهای مستقیم (اثرهای مستقیم) شبکه اجتماعی به رفاه ذهنی، اعتماد اجتماعی به رفاه ذهنی و مسیرهای دوطرفه (اثرهای متقابل) بین شبکه اجتماعی و مشارکت اجتماعی، شبکه اجتماعی و اعتماد اجتماعی، مشارکت اجتماعی و اعتماد اجتماعی معنادار می‌باشد. علاوه براین، در مدل برازش یافته تنها مسیر مستقیم مشارکت اجتماعی به رفاه ذهنی معنادار بدست نیامد و لذا فرضیه متناسب با این مسیر نیز مورد تایید قرار نگرفت.

a sociological analysis of the relationship betweensocial capital and subjective well-being (case study: university of lorestan students)

1. introductionsocial and cultural transformations in recent decades, such as the expansion of technology, alienation, and the erosion of social capital, have posed significant threats to human social and mental health. these tensions highlight the importance of individuals' ability to maintain quality relationships with their close networks and social groups. failure in this regard reduces their social viability, leading to unhealthy behavioral patterns, decreased motivated participation, the erosion of trust and responsibility, and ultimately, a decline in both objective and subjective social well-being. according to mcelroy (2007), such conditions may extinguish human capital (taj mazinani & ghasemi-nejad, 2016: 142, as cited in shirvani nagani et al., 2021: 145-184).social well-being has been one of the significant global concerns since the mid-20th century, reflecting attention to human dignity and societal solidarity. it encompasses both objective and subjective dimensions aimed at ensuring individuals and groups achieve an acceptable standard of living, health, and more. recently, subjective well-being—factors such as job satisfaction, a sense of calm, and reduced stress—has garnered special attention due to its direct impact on the quality of life (alexandrova, 2005). the future of societies will increasingly depend on understanding the factors influencing subjective well-being.in this context, the present study aims to analyze the sociological relationship between social capital and subjective well-being among students at the university of lorestan. investigating subjective well-being in lorestan province—characterized by unique cultural and tribal diversity, relatively low economic development, and lower levels of social well-being compared to national averages—is critical for planning and development processes, explaining influential factors, and ultimately working toward enhancing subjective well-being to address existing inequalities. 2.research problemthe primary research question is how to strengthen the relationship between social capital and subjective well-being among university students to foster synergies that drive societal development. does a lack of subjective well-being among students lead to increased anxiety, stress, and academic decline? does low social capital reduce students' subjective well-being? given that well-being is a product of social capital, trust, and other factors, the main objective of this study is to examine the social capital and subjective well-being of students at the university of lorestan and assess how components of social capital affect their subjective well-being.3.methodologythis study employs a correlational research design for data collection and is categorized as applied research in terms of its purpose. the statistical population comprises all students of the university of lorestan in 2019, totaling approximately 9,000 individuals. using cochran’s formula, a sample size of 384 was determined, and participants were selected using proportionate stratified sampling.4.findingsthe model reveals a direct effect of social networks on subjective well-being (0.21) and of social trust on subjective well-being (0.36). however, social participation has no direct effect on subjective well-being but influences it indirectly through social networks (0.23) and social trust (0.32). furthermore, the effect of social networks on social trust is 0.14, and the model’s explanatory power is 0.27.5.conclusionthe study aimed to design and validate a structural model depicting causal relationships between variables. the proposed model demonstrated an acceptable fit, with indices confirming its suitability. notably, the direct pathway from social participation to subjective well-being was not statistically significant.overall, among the three components of social capital—social trust, social networks, and social participation—all contributed to explaining students' subjective well-being. however, social trust and social networks were the most significant predictors. a comparison with putnam's theory confirms that social trust and networks are the primary determinants of subjective well-being (27%), while social participation has a relatively smaller impact.the findings underscore the significant relationship between social capital and students’ subjective well-being. high social trust, extensive social networks, and active participation facilitate cooperation among community members, fostering adaptability and risk-taking. consequently, individuals with these traits are likely to achieve higher levels of well-being.