Loneliness and Scholastic Self-Beliefs among Adolescents: A Population-Based Survey

Autor/inn/en	Eccles, Alice M.; Qualter, Pamela; Madsen, Katrine Rich; Holstein, Bjørn E.
Titel	Loneliness and Scholastic Self-Beliefs among Adolescents: A Population-Based Survey
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 1, S.97-112 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eccles, Alice M.) ORCID (Madsen, Katrine Rich)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1983865
Schlagwörter	Adolescents; Foreign Countries; Psychological Patterns; Academic Achievement; Self Concept; Beliefs; School Attitudes; Health Behavior; Student Satisfaction; Achievement Need; Sex; Grade 5; Grade 8; Grade 9; Socioeconomic Status; Family Environment; Denmark + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Schulleistung; Selbstkonzept; Belief; Glaube; Health behaviour; Gesundheitsverhalten; Geschlecht; Geschlechtsverkehr; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Socio-economic status; Sozioökonomischer Status; Familienmilieu; Dänemark
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 in 2014 by the Health Behaviour in School-aged Children study (HBSC)). 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01