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Rahimpoor S, Ghorbani A, Ounagh N. (2025). Relationship review social capital and cultural capital with Social apathy between the teachers of Lali city. refahj. 25(98), : 6 doi:10.32598/refahj.25.98.2380.3
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URL: http://refahj.uswr.ac.ir/article-1-4420-en.html
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Extended Abstract
Introduction
Social indifference represents one of the manifestations and consequences of societal transition from traditional to modern structures. In such societies, as well as those undergoing rapid socio-political transformations, the public becomes more susceptible to negative social phenomena, including passivity and indifference. This pattern appears particularly evident in the case of Iran, which serves as a clear example of a society in transition from traditional to modern forms and has continually faced diverse political, economic, cultural, and social challenges throughout this historical process (Dadkhah Tehrani et al., 2021).
Bourdieu defines social capital as the “aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition” (Jokar, 2021). Furthermore, Bourdieu identifies other forms of capital that play crucial roles in class formation, social grouping, and social reproduction. Among these, cultural capital holds particular significance (Hosseinzadeh, 2009). Bourdieu (1986) categorizes cultural capital into three distinct forms: 1) the embodied state, consisting of long-lasting dispositions of mind and body; 2) the objectified state, manifested through cultural goods like books, artworks, and instruments; and 3) the institutionalized state, represented by formal qualifications and academic credentials. This study therefore addresses the following fundamental question: Is there a significant relationship between social capital, cultural capital, and social indifference among teachers in Lali city?
Method
This research employs a descriptive-correlational method and utilizes a survey technique. It is an applied study in terms of its purpose and a cross-sectional study in terms of its temporal design. The statistical population includes all first-grade urban high school teachers in Lali city, numbering 193 individuals according to available statistics from the 2022-2023 academic year. Given the limited size of the statistical population, no sampling was performed and the census method was employed for data collection.
The data collection approach combined both library-documentary and field methods. The research utilized three main questionnaires as data collection instruments. Bourdieu’s Standard Social and Cultural Capital Questionnaire was used to measure cultural and artistic values across three indicators: embodied capital (mental skills and communication skills), objectified capital (consumption and possession of cultural goods, and interest in art), and institutional capital (educational credentials). This questionnaire demonstrated high reliability with a Cronbach’s alpha of 0.811.
The social capital dimension was measured using Bourdieu’s Standard Social Capital Questionnaire developed by Jafari, comprising 18 closed-ended items. This instrument assesses five key dimensions: social trust, social participation, social cohesion, social norms, and social security, and achieved a reliability coefficient of 0.833 according to the developers’ validation.
For measuring the dependent variable, a researcher-developed Social Apathy Questionnaire with 20 closed-ended items was administered. This instrument evaluates four dimensions of apathy: social participation apathy, altruistic activities apathy, political apathy, and social responsibilities apathy, providing comprehensive assessment of the social indifference construct among the teacher participants.
Findings
The results indicate that all independent variables exert a statistically significant effect on the social participation variable. Among these, institutional capital demonstrated the strongest effect (β = 0.635), suggesting that a one standard deviation increase in respondents’ institutional capital corresponds to a 0.63 standard deviation increase in their social participation. The effects of other variables can be interpreted similarly.
Furthermore, the findings reveal that all independent variables significantly affect the institutional capital variable. Here, embodied capital showed the strongest influence (β = 0.548), meaning that a one standard deviation increase in respondents’ embodied capital leads to a 0.54 standard deviation increase in their institutional capital.
The analysis also confirms that all independent variables have a statistically significant impact on the embodied capital variable. Within this relationship, objectified capital emerged as the strongest predictor (β = 0.598), indicating that a one standard deviation increase in objectified capital results in a 0.59 standard deviation increase in embodied capital.
Finally, regarding social dimensions, social trust significantly affects social relationships (β = 0.30). This signifies that a one standard deviation enhancement in respondents’ social trust is associated with a 0.30 standard deviation expansion in their social relationships.
Discussion
The first hypothesis confirmed a significant negative relationship between social capital, cultural capital, and social apathy among teachers. These results align with findings by Gholichi et al. (2024), Dadkhah Tehrani et al. (2021), and Ghazizadeh and Kianpour (2015), and are further supported by international studies from Manning (2014), consistently confirming this relationship.
The second hypothesis revealed a significant negative relationship between social capital and social apathy. This finding corroborates the work of Ghelichi et al. (2024) in the Iranian context and reinforces conclusions by Dadkhah Tehrani et al. (2021) regarding social capital’s role as a key factor mitigating indifference.
The third hypothesis demonstrated a significant negative relationship between cultural capital and social apathy, directly confirming and aligning with Ghasizadeh and Kianpour’s (2015) findings on cultural capital’s distinct effect in reducing social indifference.
Ethical considerations
Authors’ contributions: All authors contributed to designing, running, and writing all parts of the research.
Funding
No direct financial support was received from any institution or organization for the preparation of this article.
Conflicts of interest
This article does not overlap with other published works of the authors.
Following the ethics of research
In this article, all rights related to research ethics have been respected.
Bourdieu, P. (1986). The forms of capital. In handbook of theory and research for the sociology of education. In J. R. (Eds) (Ed.). New York: Greenwood Press.
Dadkhah Tehrani, L., Melania Joludar, Sh., Jalili, M. (2021). Social factors affecting social indifference among students, Fourth International Conference on Social Studies, Law and Popular Culture, Tehran. https://civilica.com/doc/1262742 (In Persian)
Ghasizadeh, H & Kianpour, M. (2015). A Study of Social Apathy among Students (The Case of the University of Isfahan). Strategic Research on Social Problems, 4(1), 59-78. https://dor.isc.ac/dor/20.1001.1.23221453.1394.4.1.5.3 (In Persian)
Ghelichi, S. , Esmaeili, A. R. , Hassan Zadeh, I. , & Amir Ahmadi, R. . (2024). Investigating the Affiliation between Sociological Components and Social Indifference with Emphasis on the Mediating Role of Art and Religiosity in the Lifestyle of Gorgan City. lslamic Art Studies, 18(44), 377-390. Doi.10.22034/ias.2020.250056.1362 (In Persian)
Hoseinzadeh, M. (2009). The Study of Relationship between Culutural Capital and Social Identity among Students of Tabriz University. National Studies Journal, 10(37), 49-73. https://dor.isc.ac/dor/20.1001.1.1735059.1388.10.37.3.7 (In Persian)
Jokar, H. (2021). The Governmental Method of the Prophet (PBUH) in Managing Social Capital. Social Capital Management, 8(1), 123-149. https://doi.org/10.22059/jscm.2021.314301.2097 (In Persian)
Manning, N. (2014). The relational self and the political engagements of young adults. Journal of Sociology, 50(4), 486-500. https://doi.org/10.1177/1440783312467094
Introduction
Social indifference represents one of the manifestations and consequences of societal transition from traditional to modern structures. In such societies, as well as those undergoing rapid socio-political transformations, the public becomes more susceptible to negative social phenomena, including passivity and indifference. This pattern appears particularly evident in the case of Iran, which serves as a clear example of a society in transition from traditional to modern forms and has continually faced diverse political, economic, cultural, and social challenges throughout this historical process (Dadkhah Tehrani et al., 2021).
Bourdieu defines social capital as the “aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition” (Jokar, 2021). Furthermore, Bourdieu identifies other forms of capital that play crucial roles in class formation, social grouping, and social reproduction. Among these, cultural capital holds particular significance (Hosseinzadeh, 2009). Bourdieu (1986) categorizes cultural capital into three distinct forms: 1) the embodied state, consisting of long-lasting dispositions of mind and body; 2) the objectified state, manifested through cultural goods like books, artworks, and instruments; and 3) the institutionalized state, represented by formal qualifications and academic credentials. This study therefore addresses the following fundamental question: Is there a significant relationship between social capital, cultural capital, and social indifference among teachers in Lali city?
Method
This research employs a descriptive-correlational method and utilizes a survey technique. It is an applied study in terms of its purpose and a cross-sectional study in terms of its temporal design. The statistical population includes all first-grade urban high school teachers in Lali city, numbering 193 individuals according to available statistics from the 2022-2023 academic year. Given the limited size of the statistical population, no sampling was performed and the census method was employed for data collection.
The data collection approach combined both library-documentary and field methods. The research utilized three main questionnaires as data collection instruments. Bourdieu’s Standard Social and Cultural Capital Questionnaire was used to measure cultural and artistic values across three indicators: embodied capital (mental skills and communication skills), objectified capital (consumption and possession of cultural goods, and interest in art), and institutional capital (educational credentials). This questionnaire demonstrated high reliability with a Cronbach’s alpha of 0.811.
The social capital dimension was measured using Bourdieu’s Standard Social Capital Questionnaire developed by Jafari, comprising 18 closed-ended items. This instrument assesses five key dimensions: social trust, social participation, social cohesion, social norms, and social security, and achieved a reliability coefficient of 0.833 according to the developers’ validation.
For measuring the dependent variable, a researcher-developed Social Apathy Questionnaire with 20 closed-ended items was administered. This instrument evaluates four dimensions of apathy: social participation apathy, altruistic activities apathy, political apathy, and social responsibilities apathy, providing comprehensive assessment of the social indifference construct among the teacher participants.
Findings
The results indicate that all independent variables exert a statistically significant effect on the social participation variable. Among these, institutional capital demonstrated the strongest effect (β = 0.635), suggesting that a one standard deviation increase in respondents’ institutional capital corresponds to a 0.63 standard deviation increase in their social participation. The effects of other variables can be interpreted similarly.
Furthermore, the findings reveal that all independent variables significantly affect the institutional capital variable. Here, embodied capital showed the strongest influence (β = 0.548), meaning that a one standard deviation increase in respondents’ embodied capital leads to a 0.54 standard deviation increase in their institutional capital.
The analysis also confirms that all independent variables have a statistically significant impact on the embodied capital variable. Within this relationship, objectified capital emerged as the strongest predictor (β = 0.598), indicating that a one standard deviation increase in objectified capital results in a 0.59 standard deviation increase in embodied capital.
Finally, regarding social dimensions, social trust significantly affects social relationships (β = 0.30). This signifies that a one standard deviation enhancement in respondents’ social trust is associated with a 0.30 standard deviation expansion in their social relationships.
Discussion
The first hypothesis confirmed a significant negative relationship between social capital, cultural capital, and social apathy among teachers. These results align with findings by Gholichi et al. (2024), Dadkhah Tehrani et al. (2021), and Ghazizadeh and Kianpour (2015), and are further supported by international studies from Manning (2014), consistently confirming this relationship.
The second hypothesis revealed a significant negative relationship between social capital and social apathy. This finding corroborates the work of Ghelichi et al. (2024) in the Iranian context and reinforces conclusions by Dadkhah Tehrani et al. (2021) regarding social capital’s role as a key factor mitigating indifference.
The third hypothesis demonstrated a significant negative relationship between cultural capital and social apathy, directly confirming and aligning with Ghasizadeh and Kianpour’s (2015) findings on cultural capital’s distinct effect in reducing social indifference.
Ethical considerations
Authors’ contributions: All authors contributed to designing, running, and writing all parts of the research.
Funding
No direct financial support was received from any institution or organization for the preparation of this article.
Conflicts of interest
This article does not overlap with other published works of the authors.
Following the ethics of research
In this article, all rights related to research ethics have been respected.
Bourdieu, P. (1986). The forms of capital. In handbook of theory and research for the sociology of education. In J. R. (Eds) (Ed.). New York: Greenwood Press.
Dadkhah Tehrani, L., Melania Joludar, Sh., Jalili, M. (2021). Social factors affecting social indifference among students, Fourth International Conference on Social Studies, Law and Popular Culture, Tehran. https://civilica.com/doc/1262742 (In Persian)
Ghasizadeh, H & Kianpour, M. (2015). A Study of Social Apathy among Students (The Case of the University of Isfahan). Strategic Research on Social Problems, 4(1), 59-78. https://dor.isc.ac/dor/20.1001.1.23221453.1394.4.1.5.3 (In Persian)
Ghelichi, S. , Esmaeili, A. R. , Hassan Zadeh, I. , & Amir Ahmadi, R. . (2024). Investigating the Affiliation between Sociological Components and Social Indifference with Emphasis on the Mediating Role of Art and Religiosity in the Lifestyle of Gorgan City. lslamic Art Studies, 18(44), 377-390. Doi.10.22034/ias.2020.250056.1362 (In Persian)
Hoseinzadeh, M. (2009). The Study of Relationship between Culutural Capital and Social Identity among Students of Tabriz University. National Studies Journal, 10(37), 49-73. https://dor.isc.ac/dor/20.1001.1.1735059.1388.10.37.3.7 (In Persian)
Jokar, H. (2021). The Governmental Method of the Prophet (PBUH) in Managing Social Capital. Social Capital Management, 8(1), 123-149. https://doi.org/10.22059/jscm.2021.314301.2097 (In Persian)
Manning, N. (2014). The relational self and the political engagements of young adults. Journal of Sociology, 50(4), 486-500. https://doi.org/10.1177/1440783312467094
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Received: 2024/12/21 | Accepted: 2025/09/14 | Published: 2025/10/4
Received: 2024/12/21 | Accepted: 2025/09/14 | Published: 2025/10/4
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