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

Lempinen, Lotta; Junttila, Niina; Sourander, André

doi:10.1111/jcpp.12807

Cited by 51 publications

(44 citation statements)

References 32 publications

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“…Attending to the dimensions of isolation in relation to those pertaining to attitudes towards physical education, it is observed that when emotional isolation increases in students, the rating that they attribute to the subject and teacher is lower [77,78], and they report less agreement with respect to subject management [79,80]. However, we demonstrate that this is not a specific aspect directed towards the teacher or this subject but is a trait that these types of students maintain towards teaching staff and all subjects generally speaking [81].…”

Section: Discussionmentioning

confidence: 99%

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

Ruz

Turpín

Cepero-González

et al. 2019

IJERPH

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1) Background: The present research seeks to define and contrast an explanatory model of physical self-concept, emotional isolation, attitude towards physical education, and family functioning, and analyse the existing associations between these variables.(2) Methods: The sample was made up of 2388 adolescents (43.39% male and 56.61% female), with ages of 11-17 years (M = 13.85; SD = 1.26) from Spain. Self-concept (AF-5), Isolation (UCLA), Attitude towards Physical Education (CAEF), and Family Functioning (APGAR) were analyzed. (3) Results: Good fit was obtained for all evaluation indices included in the structural equation model, which was significantly adjusted (χ 2 = 233,023; DF = 14; p < 0.001; comparative fit index (CFI) = 0.913; normalized fit index (NFI) = 0.917; incremental fit index (IFI) = 0.906; root mean square error of approximation (RMSEA) = 0.072). (4) Conclusions: Attitudes towards physical activity were found to be positive when isolation levels were low and where adequate self-concept existed, specifically in students reporting high family functioning. a fundamental stage for its development and for the acquisition of values which facilitate positive interactions with others [12].Physical education (PE) in the educational setting provides a tool for these learnings [8,12]. Amongst the different potential benefits of physical education within these age groups that are related to psychological and mental wellbeing, we find social development and the development of personality. Further, PE promotes fundamental behaviors and skills related to emotional intelligence such as self-concept, altruism, empathy, and understanding the needs of others, amongst others [13].In adolescents, engaging in physical and sporting activity contributes to the promotion of a positive personality and emotional empathy, which improves interpersonal relationships between participants [14,15]. Levels of self-concept and empathy represent protective factors against the development of violent behaviors and victimization in scholars [16], whilst also improving positive relationships with others and mental health [17]. Self-concept is understood as a mental representation of the way in which individuals see themselves [18]. It is composed of diverse social factors-social, emotional, physical, family, and academic [19]. Research studies demonstrate that adolescents, both males and females, who participate regularly in PA report a more positive physical self-concept than those who are not as active [20]. This is the driver of improved social perception, which enables better relationships with others and leads to better academic performance [21].Recent studies have added a new risk factor for mental health and anti-social conduct in adolescents. This is the rise in screen time [22], which together with the reduction in PA [23], drives an increase in feelings of loneliness. High self-efficacy towards the control and reduction of screen time and engagement in PA are factors that relate to a lower probability of social isolation and ...

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Section: Discussionmentioning

confidence: 99%

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

Ruz

Turpín

Cepero-González

et al. 2019

IJERPH

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“…A Finnish study among 8-9-year-olds found no substantial change in the prevalence of loneliness 1989-2013. 10 A study from US found a decline in loneliness over time in college and high school students (1991-2012) 11 and a study from the Philippines found increasing prevalence of loneliness among adolescents 2003-2011. 12 The aetiology of loneliness among children and adolescents is complex.…”

Section: Introductionmentioning

confidence: 99%

“…18,19 A study from Finland showed increasing odds for loneliness by decreasing parental education among 8-9-year-old children. 10 A study of Hungarian adolescents found that loneliness was associated with low subjective socioeconomic status, parental unemployment and low educational attainment. 20 A study from USA 21 found that high family income participants were more likely to experience a trajectory of stable, low loneliness compared to trajectories of increasing and chronic high loneliness.…”

Section: Introductionmentioning

confidence: 99%

Trends in social inequality in loneliness among adolescents 1991–2014

Madsen

Damsgaard

Rayce

et al. 2018

Journal of Public Health

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“…From an applied perspective, the study of loneliness is important because there is a high prevalence (20%) of chronic loneliness during elementary school (Lempinen, Junttila, & Sourander, 2018), and children who report high levels of loneliness experience school-related disadvantages and also suffer from emotional, mental, and physical problems (Heinrich & Gullone, 2006).…”

mentioning

confidence: 99%

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

Koerber

Osterhaus

2019

British J of Dev Psycho

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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. 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.

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

Cited by 51 publications

References 32 publications

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

Trends in social inequality in loneliness among adolescents 1991–2014

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

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