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Findings indicate moderate social capital manifestation, substantial pseudo parenting rates, weaker educational commitment by pseudo parents, and higher parental social investment among urban residents.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/differential-parental-social-capital-investment-in-childrens-education-research-evidence/590759/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/differential-parental-social-capital-investment-in-childrens-education-research-evidence/590759.png","ImageObject",300,407,{"name":42,"@type":43},"Stanford","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study investigate about parental social capital and children’s education?","Question",{"text":62,"@type":63},"It examines how families differentially invest social capital in children’s education when children are raised by real (biological) versus pseudo (non-biological) parents.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the data collected and analysed?",{"text":67,"@type":63},"A cross-sectional survey was used, data were gathered through an administered survey instrument, and SPSS version 20 was used for analysis.",{"name":69,"@type":60,"acceptedAnswer":70},"What key findings does the study report about pseudo parenting and parental involvement?",{"text":71,"@type":63},"Pseudo parenting is relatively high, and pseudo parents commit less time and energy to children’s education than real/biological parents. 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However, some children live with and are brought up by non-biological parents. The phenomenon of children living with non-biological parents has been a long standing practice in most societies, yet little comparative research interest had been shown to examine the involvement of real and pseudo parents in children’s education. The study sought to fill the lacuna by examining differential family social capital investment in children’s education. Cross-sectional survey was utilised to study children from three geographical settings and data was gathered from administration of survey instrument. Statistical Product and Service Solutions (SPSS), version 20, was used to analyse the data. Several findings emerged from the study. Firstly, the study unveiled moderate manifestation of social capital in the families of the study subjects. Secondly, there was a relatively high rate of pseudo parenting, which means that a good percent of the children were not living with their real parents. Thirdly, the results revealed that pseudo parents did not commit much time and energy into their wards’ education as much as the real or biological parents did for their children. Fourthly, parents residing in urban centres tended to socially invest more in their children’s education as opposed to their counterparts in the other communities. Consequently, parents, irrespective of their status and community of residence, are urged to demonstrate much interest and participate in their children’s education.\u003Cbr>Keywords: Social capital, real and pseudo parents, rural, peri-urban and urban communities, parental involvement in education. |\n| --- |\n| *Corresponding author. E-mail: [kuranchiealf@yahoo.com](kuranchiealf@yahoo.com). |\n\nINTRODUCTION  \nThe essence of enrolling into formal education is to acquire certain levels of competencies in terms of knowledge, skills, values and attitudes, otherwise considered as learning outcomes. Learning outcomes range from academic to social competence. Parents, therefore, enrol their children into schools with the aim of the children acquiring academic and social competencies that would make them productive and fit well into the social world. The academic and social competencies that students acquire in school are supposed to help them live useful and productive life and to become useful to themselves, their families and the general society. According to Farrant (1980), education is supposed to develop the three domains of learners, which are cognitive, psycho-motor and affective. Invariably, in  \nschool, students are expected to gain two main competencies, which are academic and social. These competencies do not emanate from only the efforts of teachers and school authorities, but also from parents and significant others in the life of the children. Both anecdotal and empirical evidence demonstrated that parental involvement in education is vital in children’s academic attainment (Henderson and Mapp, 2002, Burrow et al. , 2004, Wright and Willis, 2004, Szente, 2006; Hamilton et al. , 2007; Fasang et al. , 2010) . These researches unveiled that those children whose parents were involved in their education excelled in school. Parents’ participation in education makes children interact with their parents, which aids to identify and remove factors that interfere with student learning and  \nperformance (Warren and Felt , 2008) . This standpoint underscores the call on parents to support the school to provide good and holistic education for children. It has been found ","cbCaimDuqMFzDXo9","https://ap.wps.com/l/cbCaimDuqMFzDXo9","pdf",85609,"English","# Introduction\n## Concept of social capital","[{\"question\":\"What does the study investigate about parental social capital and children’s education?\",\"answer\":\"It examines how families differentially invest social capital in children’s education when children are raised by real (biological) versus pseudo (non-biological) parents.\"},{\"question\":\"How was the data collected and analysed?\",\"answer\":\"A cross-sectional survey was used, data were gathered through an administered survey instrument, and SPSS version 20 was used for analysis.\"},{\"question\":\"What key findings does the study report about pseudo parenting and parental involvement?\",\"answer\":\"Pseudo parenting is relatively high, and pseudo parents commit less time and energy to children’s education than real/biological parents. Urban-residing parents also tend to invest more socially in education than those in other communities.\"}]","Differential parental social capital investment in children’s education - Research evidence | PDF",1792070351]