• norsk
    • English
  • English 
    • norsk
    • English
  • Login
View Item 
  •   Home
  • Fakultet for medisin og helsevitenskap (MH)
  • Institutt for nevromedisin og bevegelsesvitenskap
  • View Item
  •   Home
  • Fakultet for medisin og helsevitenskap (MH)
  • Institutt for nevromedisin og bevegelsesvitenskap
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

A two-year perspective: Who may ease the burden of girls' loneliness in school?

Løhre, Audhild; Kvande, Marianne Nilsen; Hjemdal, Odin; Lillefjell, Monica
Journal article, Peer reviewed
Thumbnail
View/Open
1753-2000-8-10.pdf (218Kb)
URI
http://hdl.handle.net/11250/281960
Date
2014
Metadata
Show full item record
Collections
  • Institutt for nevromedisin og bevegelsesvitenskap [1713]
Original version
Child and Adolescent Psychiatry and Mental Health 2014, 8(10)   10.1186/1753-2000-8-10
Abstract
Background: Loneliness is negatively related to good health and wellbeing, especially among girls. There is little research, however, on factors that may ease the burdens of loneliness in the school setting. Thus, we explored the relationship between girls’ loneliness and later school wellbeing adjusted for other adversities. Furthermore, we assessed the significance of having someone whom the girl trusted by investigating possible modifying influences on the addressed association.

Methods: Altogether, 119 girls in grades 1–8 provided baseline data and answered the same set of questions two years later. Logistic regression models including perceived academic problems, victimisation by bullying, loneliness and trusted others were tested with bad versus good school wellbeing two years later as outcome using SPSS.

Results: In the multivariable analysis of loneliness, academic problems, and victimisation, loneliness was the only variable showing a strong and negative contribution to later school wellbeing. Next, demonstrated in separate models; the inclusion of having a trusted class advisor fully attenuated the association of loneliness with later school wellbeing. In contrast, other trusted teachers, trusted parents, or trusted students did not affect the association.

Conclusions: Loneliness in girls strongly predicted school wellbeing two years later. However, having a class

advisor whom the girl trusted to contact in hurtful situations clearly reduced the burden of loneliness. This finding highlights the clinical importance of stability, long-lasting relations, and trust that main teachers may represent for lonely girls.
Description
-
Publisher
BioMed Central

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit
 

 

Browse

ArchiveCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDocument TypesJournalsThis CollectionBy Issue DateAuthorsTitlesSubjectsDocument TypesJournals

My Account

Login

Statistics

View Usage Statistics

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit