Coppe Thibault, Thomas Laura, Pantić Nataša, Froehlich Dominik E, Sarazin Marc, Raemdonck Isabel
Faculty of Psychology and Educational Sciences, University of Louvain, Ottignies-Louvain-la-Neuve, Belgium.
Department of Educational Studies, Ghent University, Ghent, Belgium.
Front Psychol. 2022 Jun 10;13:866571. doi: 10.3389/fpsyg.2022.866571. eCollection 2022.
In this paper, we present a critical reflection on the concept of social capital. We argue that there is no such idea of an umbrella concept of social capital. Instead, two overarching conceptualizations of social capital exist, namely individual social capital and collective social capital. As these conceptualizations of social capital are completely different, we emphasize that studies using social capital as a theoretical lens should clarify the concept as well as be consistent in the interpretation of the concept, from its definition to its methodological operationalization. In this article, we first map the two different conceptualizations of social capital. Next, these conceptualizations are illustrated with well-known teacher research studies, followed by examples of studies in which individual and collective social capital are mixed. Finally, we discuss the consequences of the use and the mix of these different conceptualizations in terms of measurement methods. Additionally, implications for teacher education are presented.
在本文中，我们对社会资本的概念进行批判性反思。我们认为不存在社会资本这一笼统概念。相反，存在社会资本的两种总体概念化方式，即个体社会资本和集体社会资本。由于社会资本的这些概念化方式完全不同，我们强调，以社会资本为理论视角的研究应阐明该概念，并在从定义到方法操作化的概念解释上保持一致。在本文中，我们首先梳理社会资本的两种不同概念化方式。接下来，通过著名的教师研究对这些概念化方式进行说明，随后列举个体和集体社会资本混合使用的研究实例。最后，我们从测量方法的角度讨论使用这些不同概念化方式及其混合的后果。此外，还阐述了对教师教育的启示。
