School of Behavioral Sciences, Peres Academic Center, 10 Peres St., Rehovot 7610202, Israel.
Department of Management, Ben-Gurion University, Beer Sheva 8410501, Israel.
Int J Environ Res Public Health. 2021 Oct 7;18(19):10508. doi: 10.3390/ijerph181910508.
Following the conservation of resources, social-cognitive and hope theories, the goals of this study were to identify the role of self-efficacy, proactive coping, and hope as mediators in the relations between learning difficulties and loneliness distress. A questionnaire was sent to current and past students. The sample consisted of 498 participants. The results demonstrated that individuals with learning difficulties reported higher levels of loneliness compared with individuals without learning difficulties. Moreover, self-efficacy, proactive coping, and hope mediated the relations between levels of learning difficulties and loneliness. Specifically, the final model emphasized the important role of hopeful beliefs, since hope mediated the relations between learning difficulties, self-efficacy, and proactive coping with loneliness. In terms of practical implications, professionals' awareness as well as psychoeducational programs could be tailor-made to enhance hopeful beliefs and reduce loneliness.
本研究遵循资源保存、社会认知和希望理论，旨在确定自我效能感、主动应对和希望作为学习困难与孤独感之间关系的中介变量的作用。我们向当前和过去的学生发送了一份问卷。样本由 498 名参与者组成。结果表明，与没有学习困难的个体相比，有学习困难的个体报告的孤独感更高。此外，自我效能感、主动应对和希望在学习困难程度与孤独感之间的关系中起中介作用。具体而言，最终模型强调了希望信念的重要作用，因为希望中介了学习困难、自我效能感和主动应对与孤独感之间的关系。在实际意义上，专业人员的意识以及心理教育计划可以定制，以增强希望信念，减少孤独感。
