Table 3.
Changes in social capital before and after the COVID-19 lockdown among the participating youths in the COVID-19 Impact on Lifestyle Change Survey (COINLICS).
| Variable | Median [p25, p75] or percentage (%) | P-value† | |||
|---|---|---|---|---|---|
| All (n = 10,540) | High school (n = 2,855) | Undergraduate (n = 7,419) | Graduate (n = 266) | ||
| Population-level | |||||
| Individual social capital | |||||
| Before lockdown | 15 (13, 17) | 14 (12, 16) | 16 (13, 17) | 14 (12, 16) | <0.001 |
| After lockdown | 15 (13, 17)*** | 14 (12, 16)*** | 15 (13, 17)*** | 14 (12, 16)*** | <0.001 |
| Family social capital | |||||
| Before lockdown | 13 (11, 15) | 13 (11, 15) | 13 (11, 15) | 13 (11, 15) | <0.001 |
| After lockdown | 13 (12, 15)*** | 13 (11, 15) | 14 (12, 15)*** | 13 (11, 15) | <0.001 |
| Community social capital | |||||
| Before lockdown | 13 (11, 15) | 12 (10, 14) | 14 (11, 16) | 12 (10, 14) | <0.001 |
| After lockdown | 13 (11, 15)*** | 12 (10, 14)** | 13 (11, 15)*** | 12 (10, 14)** | <0.001 |
| Society social capital | |||||
| Before lockdown | 7 (6, 8) | 7 (6, 8) | 7 (6, 8) | 7 (6, 8) | <0.001 |
| After lockdown | 7 (6, 8)*** | 7 (6, 8)* | 7 (6, 8)*** | 7 (6, 8)* | <0.001 |
| Individual-level | |||||
| Individual social capital | <0.001 | ||||
| Increased | 17.0 | 17.3 | 16.9 | 17.3 | |
| Constant | 52.5 | 54.9 | 52.1 | 36.8 | |
| Decreased | 30.5 | 27.7 | 31.0 | 45.9 | |
| Family social capital | <0.001 | ||||
| Increased | 21.7 | 11.7 | 24.7 | 47.0 | |
| Constant | 69.1 | 80.0 | 65.8 | 43.2 | |
| Decreased | 9.2 | 8.3 | 9.5 | 9.8 | |
| Community social capital | <0.001 | ||||
| Increased | 19.1 | 13.6 | 21.1 | 22.9 | |
| Constant | 52.6 | 63.1 | 48.7 | 47.4 | |
| Decreased | 28.4 | 23.3 | 30.3 | 29.7 | |
| Society social capital | 0.025 | ||||
| Increased | 10.3 | 9.7 | 10.6 | 7.5 | |
| Constant | 85.8 | 86.8 | 85.4 | 85.7 | |
| Decreased | 3.9 | 3.5 | 4.0 | 6.8 | |
Values under a given variable were marked by asterisks, if the difference before and after COVID-19 lockdown within a given educational level was significant (*p < 0.05, **p < 0.01, ***p < 0.001).
†
P-values tested the significance of the differences in each variable across educational levels. All P-values were based on t-tests/ANOVA for continuous variables or χ2 tests for categorical variables. All significant p-values (p < 0.05) were bolded.