The Impact of Family Cultural Capital, School Environment, and Peer Relationships on Scientific Literacy among Primary School Students

Chen Yiru; Wong Siew Ping

doi:10.56982/dream.v3i10.266

Authors

Chen Yiru City University, Kuala Lumpur, Malaysia
Wong Siew Ping City University, Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.56982/dream.v3i10.266

Keywords:

cultural capital, school environment, peer relationship, primary school

Abstract

This study explores the influence of family cultural capital, school environment, and peer relationships on the scientific literacy of primary school students in Chengdu City, China. As scientific literacy becomes increasingly vital for students to navigate the complexities of modern society, this study examines how these socio-cultural factors collectively impact students' understanding and engagement with science. Family cultural capital, including parental education and home resources, plays a critical role in shaping scientific literacy. Simultaneously, the school environment and quality of science education, along with peer relationships, significantly influence students' academic motivation and performance in science. By analyzing these interactions, this paper provides valuable insights into the socio-cultural determinants of scientific literacy, offering practical recommendations for educators and policymakers to foster improved educational outcomes in Chengdu and similar urban settings.1

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