Eccles, AliceQualter, PamelaMadsen, Katrine RichHolstein, Bjorn2021-10-262021-10-262021-10-18Eccles, 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/10.1080/00313831.2021.19838650031-383110.1080/00313831.2021.1983865http://hdl.handle.net/10034/626203This 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/10.1080/00313831.2021.1983865Loneliness 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.Attribution-NoDerivatives 4.0 Internationalhttps://creativecommons.org/licenses/by-nc-nd/4.0/lonelinessone-item and composite-score of loneliness measurementHBSCadolescentsscholastic self-beliefsArticle1470-1170Scandinavian Journal of Educational Research