%0 Book Section %T Degree of Benefit? The Interconnection Among Social Capital, Well-Being and Education %+ Institut de Recherche sur l'Education : Sociologie et Economie de l'Education [Dijon] (IREDU) %+ University of Ottawa [Ottawa] %A Jongbloed, Janine %A Pullman, Ashley %@ 978-3-030-75813-4 %Z 21083 %B Social Capital and Subjective Well-Being: Insights from Cross-Cultural Studies %E Almakaeva, Anna %E Moreno, Alejandro %E Wilkes, Rima %I Springer International Publishing %C Cham %S Societies and Political Orders in Transition %P 195-220 %8 2021-10-02 %D 2021 %R 10.1007/978-3-030-75813-4_10 %K Social capital %K Tertiary education %K Subjective well-being %K Europe %Z Humanities and Social Sciences/EducationBook sections %X Social capital is instrumental to personal well-being; yet, this relationship may differ by educational level. Using data from the European Social Survey (ESS), the present study explores the interconnection between tertiary education, social capital, and subjective well-being. Examining the nature of these relationships, we test the hypothesis that tertiary education moderates the relationship between two broad forms of social capital, social trust and social relatedness, and well-being. We predict a “trade-off” between individual human capital and interpersonal social capital, where either one or the other comes to play a dominant role. Furthermore, we test if overall levels of tertiary education at the national level change the strength of the relationship among individual-level forms of social capital and well-being. Although connected occupation and employment factors are also important, we find that tertiary education functions as a non-pecuniary moderator changing the nature of the relationship between social capital and well-being. Respondents with tertiary education have higher levels of well-being regardless of their self-reported level of social capital, and—what is more—the extent to which social trust and social relatedness are associated with well-being is weaker among this highly educated group. In contrast, respondents without tertiary education experience greater well-being enhancement through social capital, “catching up” in self-reported well-being at higher social capital levels. This study provides preliminary evidence that social factors predicting well-being differ across the educational spectrum. %G English %L hal-03423504 %U https://u-bourgogne.hal.science/hal-03423504 %~ SHS %~ UNIV-BOURGOGNE %~ TICE %~ IREDU