Loneliness and Scholastic Self-Beliefs among Adolescents: A population-based survey.
AffiliationUniversity of Chester; University of Manchester; University of Southern Denmark
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AbstractLoneliness has previously been linked to cognitive and attentional bias, and such biases may have a detrimental impact on perceived scholastic self-beliefs. Little is known about the relationship in school-aged adolescents. The current study examined the association between loneliness and scholastic self-beliefs in a nationally representative Danish sample of adolescents (aged 11-, 13- and 15 years, n = 3815, collected by the Health Behaviour in School-aged Children study (HBSC, 2014). Through binary logistic regressions, results demonstrated that higher levels of loneliness, measured by a single item and a composite score, were associated with poorer self-reported achievement perception, higher feelings of school dissatisfaction, and greater feelings of school pressure. Results also suggested gender played a moderating role. The current study highlights the importance of loneliness for scholastic self-beliefs, and provides a novel insight by utilising distinct loneliness measures. The implications, in relation to research and practise, are discussed.
CitationEccles, A. M., Qualter, P., Madsen, K. R., & Holstein, B. E. (2021). Loneliness and scholastic self-beliefs among adolescents: A population-based survey. Scandinavian Journal of Educational Research, https://doi.org/10.1080/00313831.2021.1983865
PublisherTaylor and Francis
DescriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 18/10/2021, available online: https://doi.org/10.1080/00313831.2021.1983865
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