Loneliness In Children Research Articles

Loneliness, eating, and body mass index in parent–adolescent dyads from the Family Life, Activity, Sun, Health, and Eating study

AbstractLoneliness is a salient risk factor for obesity, emotional eating, and poor diet. Because adolescents and parents are embedded within a family unit, their experiences of loneliness may be associated with both their own and one another's behaviors. To examine the extent to which parent and child loneliness predict body mass index (BMI) and eating in parents and adolescents, an actor–partner interdependence model of loneliness, eating, and BMI in adolescent–parent dyads was analyzed. There were actor effects among adolescents such that greater loneliness was positively associated with emotional eating and BMI‐z, and there was an actor effect among parents such that higher loneliness was positively related to emotional eating. There was a partner effect among adolescents such that greater parental loneliness was positively associated with adolescent emotional eating, and there was a partner effect among parents such that higher adolescent loneliness was positively associated with parental emotional eating. There were several actor–partner effects for loneliness and junk food in dyads with boys. Findings highlight the importance of dyadic models of loneliness in adolescent–parent dyads.

Does early peer relationship last long? The enduring influence of early peer relationship on depression in middle and later life

BackgroundPrevious studies focus on the health effect of early family relationship rather than early peer relationship. Thus, this study aimed to examine the causal effect of early peer relationship on depression in middle and later life. MethodsBased on the China Health and Retirement Longitudinal Study data 2013–2014 (N = 15,343), this study used the propensity score matching approach to estimate the causal effect of early peer relationship, including establishment (whether having good friends in childhood), engagement (frequency of playing with friends in childhood) and feeling (feeling of loneliness in childhood), on depression in middle and later life, as well as the educational heterogeneity of this health effect. ResultsElevated feeling of loneliness and reduced engagement of early peer relationship were causally related to elevated depression in middle and later life, but having good friends in childhood was not related to later life depression. For individuals with more education, less feeling of loneliness in childhood had a stronger effect on reduced depression in middle and later life, but more engagement in childhood peer relationship only had a weaker effect on reduced depression in middle and later life. LimitationsA retrospective survey and single-item measures of early peer relationship were used, the intermediate link across the life course and potential neurobiological mechanisms were also not empirically examined. ConclusionsWe should focus more on the engagement and quality of early peer relationship, as well as the balance between education and socializing in childhood, to prevent from the detrimental health effect of early peer relationship disadvantage.

Correlates of Loneliness in Children with Attention-Deficit/Hyperactivity Disorder: Comorbidities and Peer Problems.

Children with attention-deficit/hyperactivity disorder (ADHD) are well-documented to experience social-emotional difficulties; however, little is known about their loneliness-an aspect of social-emotional functioning. Using a cross-sectional design, we examined how loneliness relates to comorbid internalizing disorders, externalizing disorders, and peer problems in a sample of 213 children with ADHD. Children (66 girls, Mage = 8.58, SDage = 1.55) reported their loneliness. Comorbid internalizing and externalizing disorders were assessed via a multi-informant procedure. Proportion of classmates who accepted, rejected, and ignored the child, friendship quantity, and friendship quality were peer problem indicators. Results suggested that children with comorbid internalizing disorders, fewer friendships, or potentially more negative friendship quality, reported more loneliness. Gender appeared to moderate the association between peer rejection and loneliness, such that boys with peer rejection reported more loneliness than girls. Clinical implications include targeting loneliness as a social-emotional problem to assess and treat in children with ADHD.

Supplemental Material for Relations of Friendship Experiences With Depressive Symptoms and Loneliness in Childhood and Adolescence: A Meta-Analytic Review

Supplemental Material for Relations of Friendship Experiences With Depressive Symptoms and Loneliness in Childhood and Adolescence: A Meta-Analytic Review

Factors Related Loneliness of Children in Lower Income Class

Objectives The purpose of this study was to investigate the factor contributing to loneliness of children in lower income class and to examine the relationship of the variables. Methods The participants were 178 children in lower income class. Data were collected from April to May, 2018 by taking a self reported survey and analyzed using descriptive statistics of a mean ± SD, Pearson’s correlation coefficient, and hierarchical regression analysis with SPSS 25.0 program. Results The mean score of loneliness was 37.02 ± 8.05 out of a 3 point scale, slightly lower the half. There were negative correlations between loneliness and allowance per month, double income couple, perceived atmosphere, and both parents’ supervision and positive correlation between loneliness and both parents’ abuse and neglect. Variables such as allowance, double income, mother’s supervision and abuse explained 36.8% of children’s loneliness. Conclusions There is a need to develop parental educational programs to evaluate the parenting attitude for decreasing the level of children’s loneliness. Key words: Children, Income, Loneliness, Parenting, Attitude

Psychological maltreatment and loneliness in Chinese children: The role of perceived social support and self-esteem

Psychological maltreatment is quite common and related to a wide range of social, emotional, and behavioral problems and positively predicates children's loneliness, so it is necessary to explore the factors affecting children's loneliness and the mechanisms underlying this relationship. Therefore, the purpose of present study is to examine the mediation of perceived social support and self-esteem on the relationship between psychological maltreatment and loneliness. A total of 1302 Chinese children (aged 9–13, mean age 11.31 ± 0.97) were involved in this study. Participants completed the self-report measures in 30 min. Results showed that psychological maltreatment could increase the risk for children’s loneliness, and structural equation modelling revealed that the association between psychological maltreatment and loneliness was partially mediated by two indirect paths, the one was from psychological maltreatment to loneliness through perceived social support, and the other one was from psychological maltreatment through perceived social support and self-esteem to loneliness. The findings of this study support the importance of perceived social support and self-esteem on children’s loneliness, help to explain the association between psychological maltreatment and loneliness, and provide new perspectives regarding the prevention of loneliness.

Contextual strategies to support social inclusion for children with and without disabilities in recreation

Purpose Integrating children with and without disabilities in recreation programs is assumed to promote inclusion. How social inclusion is facilitated in recreation settings, however, is not fully known. This study aimed to explore how social inclusion is supported in a recreation program. Materials and methods A generic qualitative methodology was adopted. Seventeen children with and without disabilities registered for the same program were recruited. This sample included eight children with disabilities and nine typically developing children between the age of eight and 17. Two semi-structured interviews and three, two-hour observation periods were conducted with each participant. Inductive thematic analysis was used to analyze interview and observation data. Results This study revealed five themes that support meaningful aspects of social inclusion from participants’ perspectives: (a) creating opportunities for children to communicate their interests and desires; (b) providing opportunities to choose self-directed activities; (c) strategically selecting and placing objects to support interactions between children with and without disabilities; (d) directly encouraging interactions between children with and without disabilities, and; (e) Having relatively equal numbers of children with and without disabilities. Conclusions This study facilitates a better understanding of how meaningful inclusion experiences can be facilitated in recreation settings. Implications for rehabilitation Participation in recreation programs that implement inclusive strategies could mitigate social isolation and loneliness for children with disabilities. Children with and without disabilities may experience greater sense of inclusion when recreation programs adopt a process-oriented and child-driven approach. Staff play a critical role in implementing inclusive strategies such as establishing group communication competency between children with and without disabilities, which could be supported by staff training.

아동의 완벽주의와 열등감, 외로움 간 구조적 관계와 애착유형에 따른 잠재평균분석

아동의 완벽주의와 열등감, 외로움 간 구조적 관계와 애착유형에 따른 잠재평균분석

Some but not all aspects of (advanced) theory of mind predict loneliness.

Children's (advanced) theory of mind (AToM) has been related to numerous real-world social consequences, including regarding their feelings of loneliness. A recent study has shown that AToM does not rely on a single underlying ability, instead involving three distinct factors: social reasoning, reasoning about ambiguity, and recognizing transgressions of social norms. The present study of 229 5- to 8-year-olds investigated whether and how these three aspects of AToM cognition are related to children's feelings of loneliness while controlling for the influence of self-esteem. Our results show that social reasoning is the only AToM factor that is related to children's loneliness, and it is independent from children's self-esteem. Our findings have consequences for the conceptualization of AToM and our understanding of children's feelings of loneliness and their ability to form friendships. Statement of contribution What is already known on this subject Theory-of-mind (ToM) understanding is related to children's ability to form friendships and to their loneliness. Results are mixed concerning the effects of advanced ToM. Recent studies show that advanced ToM is comprised of three separate factors. What the present study adds Social reasoning is the only advanced ToM factor that is related to children's feelings of loneliness. Our results add to our knowledge about diverse real-world consequences of AToM. Our findings have consequences for the conceptualization of AToM.

Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships

AbstractTeacher‐child relationships and peer relationships are important predictors of children's loneliness. However, few studies have examined the potential and adverse relationship between teacher power and children's loneliness. Thus, we explicitly explored whether teacher power is related to children's loneliness and examined the potential moderating roles of interpersonal relationships (i.e., teacher‐child relationships and peer relationships) in 888 Chinese children. Moreover, this study measured teacher power with children's figure drawings. The results showed that teacher power was significantly and positively related to children's loneliness, and both teacher‐child relationships and peer relationships moderated the link between the two variables. Specifically, the adverse correlation between teacher power and children's loneliness was not significant among children with high‐quality teacher‐child relationships. Similarly, the negative effect of teacher power on children's loneliness was not found among children with a high level of peer relationships. Therefore, our results confirmed that the adverse relationship between teacher power and children's loneliness, and the protective roles of high quality of teacher‐child relationships and high levels of peer relationships in this relationship. Potential implications and future research directions are discussed.

The Role of Emotional Intelligence in the Maintenance of Depression Symptoms and Loneliness Among Children.

Identifying factors that predict the maintenance of depression and loneliness in children is important for intervention design. Whilst emotional intelligence (EI) has been identified as a predictor of mental health, research examining how both trait and ability EI contribute to long-term patterns of symptomatology in children is markedly absent. We examined the impact of both TEI and AEI on the maintenance of loneliness and depressive symptoms over 1 year in children aged 9–11 years. Two hundred and thirteen children (54% male) completed the TEIQue-CF and the MSCEIT-YV at the first time point of the study, and the Child Depression Inventory and the Loneliness and Aloneness Scale for Children and Adolescents at Time 1 and, again, 1 year later. Findings indicate that emotional skills (AEI) are important for predicting the maintenance of depressive symptoms and loneliness in children over 1 year; emotional self-competency (TEI) is less influential, only contributing to long-term loneliness in girls. Moreover, whilst deficiencies in the ability to perceive and understand emotions were predictive of prolonged symptomatology, so, too, were proficiencies in using emotion to facilitate thinking and emotion management. Those findings carry important implications for EI theory and future research. They also indicate that EI interventions tailored to groups of “at risk” school children may be useful for reducing specific profiles of internalizing symptoms. Programs targeting AEI skills may be universally helpful for reducing the likelihood that depressive symptoms and loneliness will be maintained over time in middle childhood; girls at risk for prolonged loneliness would additionally benefit from opportunities to bolster TEI.

Risk in childhood family environments and loneliness in college students: Implications for health

Objective: To investigate associations between risk in family environments and health-relevant outcomes in college and the role of loneliness. Participants: College students at a state university (N = 360). Methods: We utilized linear regression to examine relationships between risk in family environments and loneliness, perceived stress, affect, and self-rated health. We tested for indirect effects of risk in family environments on outcomes through loneliness Results: Analyses showed that risk in family environments associated with loneliness (β = 0.12 t[358] = 2.22, p = .03, R2 change = .02), perceived social stress (β = 0.20, t[357] = 3.88, p < 0.001, R2 change = .04), negative and positive affect (β = 2.44, t[357] = 3.95, p < .001, R2 change = .04), and (β = –0.18 t[357]= –3.44, p = .001, R2 change = .03 respectively), and self-rated health (β = 0.19, t[359] = 4.57, p < .001, R2 change = .10). Significant indirect effects were observed for risk in early family on all outcomes through loneliness. Conclusion: These findings provide initial evidence that risk in childhood family environments may negatively affect health by increasing loneliness in college students.

The rural children's loneliness and depression in Henan, China: the mediation effect of self-concept.

This research explored the relationship among loneliness, depression and self-concept of rural children in China. Seven hundred and twenty-four children (Mage = 9.15years) from two rural primary schools were selected as respondents to participate in this study. Piers-Harris Children's Self-concept Scale, Asher Loneliness Scale and the Center for Epidemiologic Studies Depression Scale for Children were used. Of the rural children surveyed, 14.50% and 10.22%, respectively, experienced strong loneliness and severe depression, and 28.52% had low self-concept. There was a significant positive relationship of moderate level between loneliness and depression, and significant negative relationships between total self-concept and depression, and between total self-concept and loneliness. Moreover, a partial mediation role of self-concept was found in the relationship between loneliness and depression. Children's loneliness was not only directly related to depression, but also was indirectly mediated by self-concept, which demonstrated a partial mediation role in the relationship between loneliness and depression.

Relationships among autonomy support, psychological control, coping, and loneliness: Comparing victims with nonvictims

The current study was designed to investigate the relationships among autonomy support, psychological control, coping style, and loneliness, especially the difference among those relationships in victims and nonvictims of bullying in school. In total 2969 Chinese adolescents participated in a survey (Mage = 15.48, SD = 1.59), and results indicated that parental autonomy support negatively predicted children's loneliness, and psychological control positively predicted it. Whether for nonvictims or victims, the mediating effects of problem-focused coping between autonomy support and loneliness, and emotion-focused coping between psychological control and loneliness were all significant. Furthermore, for nonvictims, problem-focused coping also mediated the association between psychological control and loneliness. For victims, emotion-focused coping also mediated the assocation between autonomy suppport and loneliness, due to the correlations between autonomy support and emotion-focused coping were stronger among victims. The research findings provide a better understanding of the way parental autonomy support and psychological control influence loneliness, especially in the context of victimization resulting from bullying.

Longitudinal associations between parent-child relationships in middle childhood and child-perceived loneliness.

Loneliness may affect children's psychological well-being and academic achievement. Parent-child relationships have been consistently associated with child adjustment. However, parental antecedents of child loneliness have been relatively understudied. Guided by attachment theory, we examined the trajectories of father-child and mother-child relationship closeness and conflict, and their associations with trajectories of child loneliness with National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) data to understand parents' roles in child loneliness in middle childhood. In Grades 1 (Mage = 6.57, SD = .29), 3, 4, and 5, both resident fathers and mothers reported on parent-child relationships. At Grades 1, 3, and 5, children reported on their loneliness. Loneliness declined from Grade 1 to Grade 5. After controlling for socioeconomic status (SES), the slope of father-child relationship closeness was negatively associated with the slope of loneliness for girls (n = 341), but not for boys (n = 354). The more slowly father-child closeness declined, the more quickly girls' loneliness declined. These findings highlight the role of father-child relationships in child loneliness for girls. Future research on child loneliness should take both maternal and paternal roles into consideration. (PsycINFO Database Record

Economic Pressure and Loneliness in Migrant Children in China: The Mediating Roles of Parent–Child Communication and Parental Warmth

The purpose of the current study was to examine the mediating roles of parent-child communication and parental warmth in the relationship between economic pressure and loneliness in a sample of migrant children in China. A total of 437 participants were selected from two public schools for migrant children in Zhejiang Province, China. All participants were asked to complete four measures, including the Perceived Economic Strain Scale, the Parent-Child Communication Questionnaire, the Parental Warmth Scale, and the Children's Loneliness Scale. The results showed that economic pressure was positively and directly related to loneliness. Furthermore, parent-child communication and parental warmth partially mediated the relationship between economic pressure and loneliness in migrant children. Thus, parent-child communication and parental warmth play important roles in reducing the negative effect of economic pressure on loneliness in migrant children.

Intergenerational Transmissions of Mother-Child Loneliness: A Moderated Mediation Model of Familial Social Support and Conflict Avoidance

ABSTRACTLoneliness is a psychological health issue related to deleterious physical health outcomes such as mortality and chronic disease. The aim of this research was to examine intergenerational transmissions of loneliness from mothers to adult child via a moderated mediation model of perceived familial social support and conflict avoidance. Surveys were collected from 146 (N = 292) mother-child dyads on self-reports of loneliness, familial social support, and mother-child conflict avoidance. The results showed that child perceptions of familial social support mediated the relationship between mother-child loneliness. Moreover, child reports of mother-child conflict avoidance moderated the path from familial social support to child loneliness. Specifically, children reported significantly higher levels of loneliness when they perceived low levels of familial social support and high levels of conflict avoidance. These findings expand research on the role of communicative mechanisms in parent-child transmissions of loneliness. The theoretical and practical implications are discussed in detail.

Does Positive Illusory Bias Affect Self-Concept and Loneliness in Children With Symptoms of ADHD?

Objective: Positive illusory bias (PIB) has been amply studied in children with ADHD, but its function is still limited understanding. Method: In a sample of 21 children with symptoms of ADHD, this study investigated whether they were more likely to be rejected by peers and examined PIB, and its influence on self-concept and loneliness, comparing the children with symptoms of ADHD with children who had weak social skills, but no ADHD. The children’s and teachers’ perception of social difficulties were compared, and self-concept and loneliness were analyzed in the two groups, which were also compared with typically developing (TD) children. Results: The results showed the presence of PIB on social skills in children with symptoms of ADHD, but this phenomenon did not give them a higher self-concept, which was similar to that of children with weak social skills and lower than in TD children. Conclusion: The implications of these findings are discussed.

Loneliness and friendships among eight-year-old children: time-trends over a 24-year period.

Loneliness in childhood has a wide range of negative consequences for well-being and mental health later in life. This study reports time-trends in children's loneliness and the association between children's loneliness and psychiatric symptoms over a 24-year period. Information on 3,749 eight-year-old Finnish-speaking children born in 1981, 1991, 1997, and 2004 was gathered at four time points from the area covered by Turku University Hospital in southwest Finland. The actual numbers of participants at these time points were 986 (1989), 891 (1999), 930 (2005), and 942 (2013), with participation rates of 86%-95%. The study design and methods were similar at every time point. Information on children's loneliness and friendships was obtained from the children and also parents and teachers evaluated how many friends children had and their psychiatric symptoms. Approximately 20% of the children reported loneliness at each time point, 5% always felt lonely, and 25% wished they had more friends. Conduct and emotional problems, and hyperactivity were independently associated with loneliness in the multiple-regression analysis. The strength of these associations remained at similar levels over the 24-year study period. Living in a nonnuclear family, parents with a lower level of vocational education, and negative life events among the girls in the study were all associated with loneliness. Loneliness was a common phenomenon in childhood, and no notable changes were found during the 24-year study period. Psychiatric symptoms were strongly associated with loneliness. It is important to pay attention to children's loneliness and make it an integral part of school health care. Further epidemiological research is needed.

Peer relationships of left-behind children in China moderate their loneliness

We examined peer relationships and loneliness of children who have experienced separation from their parent(s) and compared them with children who have never had that experience. Chinese boys and girls (N = 232) aged 10 to 14 completed the Children's Loneliness Scale and the Friendship Quality Questionnaire, and were asked to complete a peer nomination procedure designed to measure peer acceptance status. Results showed that 127 (54.7%) of the survey participants had experienced separation from their parent(s) because of parental migration for work (left-behind children). The score for loneliness was higher in the group of left-behind children than in children without left-behind experience, but the scores of the two groups did not differ either on friendship quality or for peer acceptance status. Moreover, among the group of children who had experience of being left behind, their loneliness scores were highly correlated with their scores for both friendship quality and peer acceptance status, but among the group who had no experience of being left behind there was a high correlation of their loneliness score only with their friendship quality score.