University of Isfahan Journal of Applied Sociology 2008-5745 37 2 2026 06 22 Assessing University Youths’ Risk-Taking in Qazvin: A Study of Unhealthy Lifestyle Assessing University Youths’ Risk-Taking in Qazvin: A Study of Unhealthy Lifestyle 75 98 30044 10.22108/jas.2025.145831.2672 FA Mousa Saadati Associate professor, Department of Sociology, Faculty of Social Sciences, Imam Khomeini International University (RA), Qazvin, Iran Shafagh Raeisi MA. of Sociology, Department of Sociology, Faculty of Social Sciences, Imam Khomeini International University (RA), Qazvin, Iran Journal Article 2025 07 03 Introduction As a dynamic and educated segment of society, students have a profound influence on public health and social development. However, the prevalence of risky behaviors and unhealthy lifestyles among this group presents a significant challenge. These behaviors include tobacco and drug use, violence, unsafe sexual practices, and excessive reliance on virtual networks, all of which have detrimental physical and psychological effects and contribute to broader social issues, such as diminished social capital and weakened interpersonal relationships. Research indicates that these behaviors often emerge during youth and university years with a notable prevalence across various institutions. In this context, social and cultural capital can serve a preventive function by fostering trust, support, and social engagement, while also enhancing awareness and value-driven attitudes. This approach can promote healthier behaviors and mitigate students’ tendencies toward risk-taking. Given the critical role of the university period in shaping identity and lifestyle, this study aimed to explore the relationship between social and cultural capital and behavioral risk-taking among students at universities in Qazvin. Materials & Methods This study employed a quantitative approach, utilizing a survey method for data collection. It was applied in nature, aiming to yield practical and actionable insights within the field of investigation. The study was descriptive in scope, examining a broad range of data and cross-sectional in design. The statistical population comprised all university students in Qazvin City, totaling 39,533 individuals. The sample size was determined to be 380 calculated by using Cochran’s formula. A stratified sampling method was employed proportional to the sample size, which involved determining specific samples for each university according to gender distribution relative to their populations. Data were collected with a researcher-designed questionnaire. The reliability of the instrument was assessed by using Cronbach’s alpha coefficient, which exceeded 0.7 for all variables. Additionally, the content validity of the questionnaire was confirmed by experts in the field. Data analysis was performed by using SPSS software. Discussion of Results & Conclusion The present study aimed to explore the relationship between social and cultural capital and behavioral risk-taking among university students in Qazvin. The findings revealed a significant negative correlation between both social and cultural capital and students' propensity for engaging in risky behaviors. This indicated that stronger social connections, trust, mutual support, and heightened cultural awareness and values could mitigate risk-taking behaviors and enhance the overall quality of the students’ lifestyles. Behavioral risk-taking as an indicator of an unhealthy lifestyle is directly influenced by the level of social and cultural capital. Students with robust social networks, higher levels of social participation, and richer cultural capital were less likely to engage in risky behaviors. The study also showed that different components of social and cultural capital affected various types of risky behaviors in distinct ways. For instance, social support was especially effective in reducing behaviors, such as excessive internet use and alcohol consumption, while social cohesion was more relevant to collective or interaction-based behaviors. Moreover, embodied cultural capital—comprising internalized cultural values and norms—exhibited the strongest negative correlation with risk-taking, thus underscoring the significance of internalized cultural awareness in shaping individual behavior. Regression analysis indicated that approximately 35% of the variance in the students' behavioral risk-taking could be attributed to social and cultural capital, suggesting that other factors, such as economic conditions, academic stress, media influences, and peer groups, also played a crucial role. Overall, the findings highlighted the protective role of social and cultural capital in reducing behavioral risk-taking among students. Strengthening these forms of capital within the university environment can serve as a preventive mechanism, fostering healthy behaviors and promoting the social and personal well-being of students. Introduction As a dynamic and educated segment of society, students have a profound influence on public health and social development. However, the prevalence of risky behaviors and unhealthy lifestyles among this group presents a significant challenge. These behaviors include tobacco and drug use, violence, unsafe sexual practices, and excessive reliance on virtual networks, all of which have detrimental physical and psychological effects and contribute to broader social issues, such as diminished social capital and weakened interpersonal relationships. Research indicates that these behaviors often emerge during youth and university years with a notable prevalence across various institutions. In this context, social and cultural capital can serve a preventive function by fostering trust, support, and social engagement, while also enhancing awareness and value-driven attitudes. This approach can promote healthier behaviors and mitigate students’ tendencies toward risk-taking. Given the critical role of the university period in shaping identity and lifestyle, this study aimed to explore the relationship between social and cultural capital and behavioral risk-taking among students at universities in Qazvin. Materials & Methods This study employed a quantitative approach, utilizing a survey method for data collection. It was applied in nature, aiming to yield practical and actionable insights within the field of investigation. The study was descriptive in scope, examining a broad range of data and cross-sectional in design. The statistical population comprised all university students in Qazvin City, totaling 39,533 individuals. The sample size was determined to be 380 calculated by using Cochran’s formula. A stratified sampling method was employed proportional to the sample size, which involved determining specific samples for each university according to gender distribution relative to their populations. Data were collected with a researcher-designed questionnaire. The reliability of the instrument was assessed by using Cronbach’s alpha coefficient, which exceeded 0.7 for all variables. Additionally, the content validity of the questionnaire was confirmed by experts in the field. Data analysis was performed by using SPSS software. Discussion of Results & Conclusion The present study aimed to explore the relationship between social and cultural capital and behavioral risk-taking among university students in Qazvin. The findings revealed a significant negative correlation between both social and cultural capital and students' propensity for engaging in risky behaviors. This indicated that stronger social connections, trust, mutual support, and heightened cultural awareness and values could mitigate risk-taking behaviors and enhance the overall quality of the students’ lifestyles. Behavioral risk-taking as an indicator of an unhealthy lifestyle is directly influenced by the level of social and cultural capital. Students with robust social networks, higher levels of social participation, and richer cultural capital were less likely to engage in risky behaviors. The study also showed that different components of social and cultural capital affected various types of risky behaviors in distinct ways. For instance, social support was especially effective in reducing behaviors, such as excessive internet use and alcohol consumption, while social cohesion was more relevant to collective or interaction-based behaviors. Moreover, embodied cultural capital—comprising internalized cultural values and norms—exhibited the strongest negative correlation with risk-taking, thus underscoring the significance of internalized cultural awareness in shaping individual behavior. Regression analysis indicated that approximately 35% of the variance in the students' behavioral risk-taking could be attributed to social and cultural capital, suggesting that other factors, such as economic conditions, academic stress, media influences, and peer groups, also played a crucial role. Overall, the findings highlighted the protective role of social and cultural capital in reducing behavioral risk-taking among students. Strengthening these forms of capital within the university environment can serve as a preventive mechanism, fostering healthy behaviors and promoting the social and personal well-being of students.

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