The COVID-19 measures raised societal concerns about increases in adolescents' loneliness. This study examined trajectories of adolescents' loneliness during the pandemic, and whether trajectories ...varied across students with different types of peer status and contact with friends. We followed 512 Dutch students (Mage = 11.26, SD = 0.53; 53.1% girls) from before the pandemic (Jan/Feb 2020), over the first lockdown (March-May 2020, measured retrospectively), until the relaxation of measures (Oct/Nov 2020). Latent Growth Curve Analyses (LGCA) showed that average levels of loneliness declined. Multi-group LGCA showed that loneliness declined mostly for students with a victimized or rejected peer status, which suggests that students with a low peer status prior to the lockdown may have found temporary relief from negative peer experiences at school. Students who kept all-round contact with friends during the lockdown declined in loneliness, whereas students who had little contact or who did not (video) call friends did not.
Loneliness affects well-being and has long-term negative impacts on physical and mental health, educational outcomes, and employability. Because of those current and long-term impacts, loneliness is ...a significant issue for which we need reliable and appropriate measurement scales. In the current paper, psychometric properties of the eight most commonly used loneliness scales are reviewed both descriptively and meta-analytically. Results suggest that for many of the scales, the psychometric properties are promising. However, for some psychometric features, especially test-retest reliability and measurement invariance, evidence is rather scarce. Most striking, however, is the fact that all of the scales included items that do not measure loneliness. Surprisingly, for many (sub)scales, this was even the case for about half of the items. Because our measures are the foundation of our research work, it is crucial to improve the way loneliness is being measured.
Existing literature has mostly explained the occurrence of bullying victimization by individual socioemotional maladjustment. Instead, this study tested the person‐group dissimilarity model (Wright ...et al., Journal of Personality and Social Psychology, 50: 523–536, 1986) by examining whether individuals’ deviation from developmentally important (relational, socio‐behavioral, and physical) descriptive classroom norms predicted victimization. Adolescents (N = 1267, k = 56 classrooms; Mage = 13.2; 48.7% boys; 83.4% Dutch) provided self‐reported and peer‐nomination data throughout one school year (three timepoints). Results from group actor–partner interdependence models indicated that more person‐group dissimilarity in relational characteristics (fewer friendships; incidence rate ratios IRRT2 = 0.28, IRRT3 = 0.16, fewer social media connections; IRRT3 = 0.13) and, particularly, lower disruptive behaviors (IRRT2 = 0.35, IRRT3 = 0.26) predicted victimization throughout the school year.
This article focuses on the link between social norms and behavioral development as presented in research on norms regarding bullying and aggression. The aim is to present a conceptual framework for ...how classroom norms may explain children’s decisions to defend others or refrain from defending. Norms emerge from group consensus about what is appropriate in given social circumstances, and can also shape, constrain, and redirect behavior at the individual level. The study of norms has gained much attraction in peer relation research, and has turned attention to group-level processes, often defined at the classroom level, which create and sustain shared meanings that impact behavioral and social adjustment. Norm conformity, pluralistic ignorance, and power balance are presented as potential micro-level mechanisms for the link between classroom popularity (or rejection) norms and defending behavior. Directions for further research are discussed, including the need to assess and test the microfoundations directly, examine gender-specific versus common norms, focus on competing classroom norms, test developmental effects of norms, examine the impact of teachers on social norms, and pay attention to the influence of personal norms.
Loneliness Across the Life Span Qualter, Pamela; Vanhalst, Janne; Harris, Rebecca ...
Perspectives on psychological science,
03/2015, Letnik:
10, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Most people have experienced loneliness and have been able to overcome it to reconnect with other people. In the current review, we provide a life-span perspective on one component of the ...evolutionary theory of loneliness—a component we refer to as the reaffiliation motive (RAM). The RAM represents the motivation to reconnect with others that is triggered by perceived social isolation. Loneliness is often a transient experience because the RAM leads to reconnection, but sometimes this motivation can fail, leading to prolonged loneliness. We review evidence of how aspects of the RAM change across development and how these aspects can fail for different reasons across the life span. We conclude with a discussion of age-appropriate interventions that may help to alleviate prolonged loneliness.
Friendship quantity and quality are related to adolescent loneliness, but the exact link between these constructs is not well understood. The present study aimed to examine whether adolescents' ...perception of friendship quantity and quality, and the perceptions of their peers, were related to loneliness. We examined the relation between loneliness and the number of unilateral and reciprocal friendships and compared the views of best friendship quality. Overall, 1,172 Dutch adolescents (49.1% male, M age = 12.81, SD = .43) nominated their friends and rated their friendship quality. Friendship quantity was measured using sociometrics to distinguish reciprocated and unilateral (i.e., one-sided) friendships. The analyses indicated that loneliness was related to fewer reciprocal and unilateral-received friendships (i.e., the adolescent received a friendship nomination but did not reciprocate that nomination) and a lower quality of best friendship. Actor-partner interdependence analyses revealed that adolescents' loneliness was related to a less positive evaluation of their friendship, as reported by adolescents themselves (i.e., a significant actor effect) but not by their friends (i.e., nonsignificant partner effect). These findings (a) indicate that loneliness is negatively related to the number of friends adolescents have, as perceived by themselves and their peers and (b) suggest that, once a friendship is established, lonely adolescents may interpret the friendship quality less positively compared to their friends. Implications of these findings for our current understanding of adolescent loneliness are discussed, and suggestions for future research are outlined.
This study investigated the “healthy context paradox”: the potentially adverse effects of school anti-bullying norms on victims’ psychological (depression, social anxiety, and self-esteem) and school ...adjustment. Based on the person-group (dis)similarity model, social comparison theory, similarity attraction in friendship formation, and attributional theory, it was hypothesized that the emotional plight of victims is intensified in intervention schools with a visible, school-wide anti-bullying program, as compared with victims in control schools with “a care as usual” approach. Longitudinal multilevel regression analyses were conducted on Randomized Controlled Trial data from the Dutch implementation of the KiVa anti-bullying program (baseline and 1-year follow-up data on 4356 students from 245 classrooms in 99 schools, 68% intervention students, 49% boys, 9–10 years-old). The findings revealed that—despite the overall success of the intervention—those who remained or became victimized in intervention schools had more depressive symptoms and lower self-esteem after being targeted by the intervention for 1 year, compared to those who remained or became victimized in control schools. These effects were not found for social anxiety and school well-being. The findings underscore the importance of individual × environment interactions in understanding the consequences of victimization and emphasize the need for adults and classmates to provide continuing support for remaining or new victims who are victimized in schools that implement anti-bullying interventions.
Family and friends are central to human life and well-being. Most people maintain both family and friendship relationships and these relationships might show interdependencies that have scarcely been ...addressed. We examined the relative frequency of daily contact with family and friends (i.e. friends/family-contact) and its link with personality traits and affective well-being. In an experience sampling study with 396 participants (Mage= 40 years, range 14–88 years, 52% females), we studied how friends/family-contact was associated with Big Five traits and affective well-being across six daily measurements on nine days (average of 55 assessments). Most participants reported more daily contact with family than friends (i.e. held a family orientation), but individual differences were substantial, moderately stable over time, and largely independent from Big Five traits. With advancing age, participants were relatively more often with friends than family. Furthermore, participants were happier when they were with friends compared to family, and this effect was even stronger with higher extraversion. We discuss how examining friends/family-contact extends previous knowledge on personality differences in social relationships, and how this concept yields promising, yet challenging, future directions in personality-relationship associations.
More and more data are being collected using combined active (e.g., surveys) and passive (e.g., smartphone sensors) ambulatory assessment methods. Fine-grained temporal data, such as smartphone ...sensor data, allow gaining new insights into the dynamics of social interactions in day-to-day life and how these are associated with psychosocial phenomena – such as loneliness. So far, however, smartphone sensor data have often been aggregated over time, thus, not doing justice to the fine-grained temporality of these data. In this article, we demonstrate how time-stamped sensor data of social interactions can be modeled with multistate survival models. We examine how loneliness is associated with (a) the time between social interaction (i.e., interaction rate) and (b) the duration of social interactions in a student population (Nparticipants = 45, Nobservations = 74,645). Before a 10-week ambulatory assessment phase, participants completed the UCLA loneliness scale, covering subscales on intimate, relational, and collective loneliness. Results from the multistate survival models indicated that loneliness subscales were not significantly associated with differences in social interaction rate and duration – only relational loneliness predicted shorter social interaction encounters. These findings illustrate how the combination of new measurement and modeling methods can advance knowledge on social interaction dynamics in daily life settings and how they relate to psychosocial phenomena such as loneliness.
Objective
Previous work has linked high levels of belongingness needs to low well‐being, suggesting that high desire for social connection causes problems. Against that view, we hypothesized that ...problems stem especially from unmet belongingness needs. To examine this, discrepancies between belongingness needs and relationship satisfaction were measured.
Method
A total of 1,342 adolescents (Mage = 13.94 years, 48.6% boys) completed questionnaires about belongingness needs, relationship satisfaction, loneliness, depressive symptoms, and self‐esteem. A combination of polynomial regression analyses with response surface modeling examined the effects of both fulfilled and unmet belongingness needs on well‐being.
Results
Fulfilled belongingness needs did not affect adolescents' well‐being. However, larger discrepancies between high belongingness needs and low relationship satisfaction were related to higher loneliness, more depressive symptoms, and lower self‐esteem. Thus, well‐being was most strongly affected among adolescents reporting an unmet need to belong.
Conclusions
We add to the current knowledge by emphasizing that especially belongingness needs that exceed relationship satisfaction, regardless of the actual levels of both, contribute to actual health outcomes. Thus, high need to belong is not detrimental per se, but only in combination with low relationship satisfaction. Implications for clinical practice could be to prevent unmet belongingness needs to ultimately alleviate negative affect and self‐esteem.
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