The Role of Cultural Capital and Academic Self-Efficacy in Social Acceptance among High School Students: A Study in District 5, Tehran

Abstract

Purpose: This study aimed to examine the role of cultural capital and academic self-efficacy in the social acceptance of high school students in District 5 of Tehran.   Methodology: This cross-sectional study involved a sample of 195 students selected using the Morgan and Krejcie table from high schools in District 5 of Tehran. The instruments used included the Marlowe-Crowne Social Desirability Scale, Bourdieu's Cultural Capital Questionnaire, and the Morgan-Jinks Student Efficacy Scale. Data analysis was conducted using SPSS version 27, employing Pearson correlation and multiple linear regression to examine the relationships between variables.   Findings: Results indicated a positive and significant correlation between social acceptance and cultural capital (r = .48, p < 0.01) as well as between social acceptance and academic self-efficacy (r = .54, p < 0.01). Furthermore, the regression model with cultural capital and academic self-efficacy as independent variables significantly predicted social acceptance (F(2, 192) = 78.56, p < 0.001), accounting for 44% of the variance in social acceptance.   Conclusion: The findings of this study highlight the importance of cultural capital and academic self-efficacy in the social acceptance of students. Enhancing cultural and educational programs and providing psychological support can improve students' social acceptance and academic performance. These insights can guide educational policymakers and teachers in designing and implementing effective educational and cultural programs.