Abstract
The influence of loneliness on academic, social, and emotional self-efficacy in early adolescence: A twelve month follow-up study
Highlights
Adolescence is a period during which biological, social and psychological change can result in feelings of stress [1], and for some, loneliness [2]
We examined the model fit for the UCLA Loneliness Scale, and performed conducted Structural Equation Modelling (SEM) based on a covariance matrix and used maximum likelihood robust (MLR) estimation in MPLUS 7.1 [26], which is robust to missing values and non-normality
Configural invariance was observed by gender, meaning that the same number of short UCLA factors exist in males and females
Summary
Adolescence is a period during which biological, social and psychological change can result in feelings of stress [1], and for some, loneliness [2]. Loneliness has been defined as the negative emotional response to a discrepancy between the desired and achieved quality and quantity of one’s social network [3]. What is known is that, with age, children become increasingly aware and concerned about being accepted by their peer group [8], and peer rejection is related to feelings of loneliness. Concerns about one’s standing within the social group emerge (Crone and Dahl 2012), and this is a strong explanatory factor in loneliness. A lack of friends, low friendship quality, peer rejection, and victimization are all predictors of loneliness in adolescence [9]. While it appears that perceived loneliness decreases towards late adolescence [4], substantive heterogeneity in the course of loneliness has been reported [4,10,11]
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