How effective is school social capital in promoting physical activity? A quantitative study in croatian secondary schools

Dario Novak; Franjo  Rozijan; Filip  Sinković; Arunas Emeljanovas

doi:10.52165/kinsi.31.1.5-20

Authors

Dario Novak Faculty of Kinesiology, University of Zagreb, Zagreb, Croatia
Franjo Rozijan Secondary school Krapina, Krapina, Croatia
Filip Sinković Faculty of Kinesiology, University of Zagreb, Zagreb, Croatia
Arunas Emeljanovas Institute of Health Sciences, Faculty of Medicine, Vilnius University, Lithuania

DOI:

https://doi.org/10.52165/kinsi.31.1.5-20

Keywords:

social capital, physical activity, health, adolescents, school

Abstract

Social capital has received increased attention as a potential influence on the development of youth. Accordingly, the aim of this study is to examine the role of school social capital in promoting physical activity among secondary school students in Croatia. The sample included 317 adolescents (M=212; F=105) who were in their final year of secondary school from the four largest cities in the Republic of Croatia: Zagreb, Split, Osijek, and Rijeka. Participants were aged between 17 and 20 years (18.24 ±0.58). Data were collected using a questionnaire consisting of three sections, carefully designed to cover all relevant aspects of the research. The relationship between physical activity and social capital was examined using logistic regression analysis. The level of statistical significance was set at p<0.05. The analysis reveals that participation in extracurricular or organized school activities is a statistically significant factor (p=0.01) that positively influences students' engagement in physical activity. Other variables of school social capital, including teacher-student interpersonal trust, students' interpersonal trust, students' collaboration, teachers' support, and students' relationships outside of school, did not show significant effects (p>0.05). In summary, these results suggest that students' participation in extracurricular or school activities can play a beneficial role in enhancing physical activity among adolescents. This is likely because such activities allow students to choose those they enjoy, which increases their motivation to engage. Additionally, participating in these activities often leads to improved relationships with others, as students connect with peers who share similar interests, further promoting an active and supportive environment.

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