Thumbnail Image
Publication

Loneliness and Scholastic Self-Beliefs among Adolescents: A population-based survey.

Eccles, Alice
; 
Qualter, Pamela
; 
Madsen, Katrine Rich
; 
Holstein, Bjorn
Advisors
Editors
Other Contributors
Affiliation
University of Chester; University of Manchester; University of Southern Denmark
EPub Date
Publication Date
2021-10-18
Submitted Date
Collections
Psychology
Show all metadata
Files
Thumbnail Image
Main article
Adobe PDF, 351.65 KB
Other Titles
Abstract
Loneliness 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.
Citation
Eccles, A. M., Qualter, P., Madsen, K. R., & Holstein, B. E. (2023). Loneliness and scholastic self-beliefs among adolescents: A population-based survey. Scandinavian Journal of Educational Research, 67(1), 97-112. https://doi.org/10.1080/00313831.2021.1983865
Publisher
Taylor & Francis
Journal
Scandinavian Journal of Educational Research
Research Unit
URI
http://hdl.handle.net/10034/626203
DOI
10.1080/00313831.2021.1983865
PubMed ID
PubMed Central ID
Type
Article
Language
Description
This 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
Series/Report no.
ISSN
0031-3831
EISSN
1470-1170
ISBN
ISMN
Gov't Doc
Test Link
Sponsors
Additional Links
https://www.tandfonline.com/doi/full/10.1080/00313831.2021.1983865