Abstract
This research explores how different forms of social capital—specifically, family, peer, and school/workplace social capital—impact the career development competencies and psychological well-being of young people with chronic disabling health conditions (YPCDHC) in Hong Kong. The study examines competencies such as engagement, self-understanding, career and pathways exploration, and planning and career management, alongside psychological well-being indicators like purpose in life, personal growth, and life satisfaction. A survey involving 243 YPCDHC from 24 service units across various districts in Hong Kong was conducted, employing ordinary least squares and unconditional quantile regression analyses. The results confirm that all three forms of social capital positively influence career development competencies and psychological well-being, although the effects differ based on outcome levels. For career development competencies, peer social capital exhibits a U-shaped effect, significantly impacting both lower and upper quantiles, while school/workplace social capital becomes more significant at higher quantiles. Family social capital shows a consistent, albeit modest, influence across all levels. Regarding psychological well-being, family social capital is more influential at lower quantiles, whereas school/workplace connections gain predictive power at higher levels. Peer social capital displays weaker and more variable effects. These findings contribute to theories on social capital and developmental outcomes, particularly in the context of school-to-work transitions for disadvantaged youth.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Health Promotion and Education
KEYWORDS
Social capital, Career competency, Psychological well-being, School-to-work transition
