Manchester Institute of Education, University of Manchester, Manchester, UK.
Department of Psychology, University of Exeter, Exeter, UK.
Br J Educ Psychol. 2023 Dec;93(4):997-1016. doi: 10.1111/bjep.12616. Epub 2023 May 29.
Loneliness during adolescence has adverse consequences for mental health, education and employment outcomes. Yet, we know little about common correlates of loneliness among adolescents, making intervention work difficult.
In this study, we (1) explore individual-, school- and country-level correlates of loneliness to help identify potential intervention targets, and (2) examine the influence of loneliness on academic performance.
A total of 518,210 students aged 15 years from 75 countries provided self-reported loneliness data.
Using multilevel modelling, we found individual-, school- and country-level correlates of self-reported school-based loneliness, and showed that loneliness negatively influenced academic performance.
Based on the findings, interventions that focus on enhancing social and emotional skills, increasing trust between teachers and students and changing school climate to be more inclusive are likely to be the most effective for adolescents; they should also be culturally sensitive.
青少年时期的孤独感对心理健康、教育和就业结果有不利影响。然而，我们对青少年孤独感的常见相关因素知之甚少，这使得干预工作变得困难。
在这项研究中，我们（1）探讨孤独感的个体、学校和国家层面的相关因素，以帮助确定潜在的干预目标，以及（2）研究孤独感对学业成绩的影响。
共有来自 75 个国家的 518210 名 15 岁的学生提供了自我报告的孤独感数据。
使用多层次建模，我们发现了个体、学校和国家层面的自我报告的基于学校的孤独感相关因素，并表明孤独感对学业成绩有负面影响。
基于这些发现，专注于增强社交和情感技能、增加师生之间的信任以及改变学校氛围以使其更具包容性的干预措施可能对青少年最有效；它们还应该具有文化敏感性。
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