Developmental and behavioral correlates of loneliness among children and adolescents
Abstract
In two studies, the present research primarily investigated the relationships of developmental and behavioral variables to that of loneliness among children and adolescents. The preliminary study explored the most meaningful and effective means of measuring individual differences in social-cognitive development. Maturity and variability in level of loneliness and close friendship reasoning were evaluated and compared in 30 boys and girls from 3rd, 5th, 7th, 9th, and 11th grades. Consistent with the development of close friendship concepts, loneliness concepts followed the stage-like progression predicted by Selman's model of perspective-taking ability. Furthermore, application of Selman's scoring system, which reduced the degree of within-subject variability in interpersonal reasoning, did not restrict the range of between-subject variability. These results substantiated the subsequent measurement of social-cognitive development in terms of loneliness reasoning ability as determined by Selman's stage model of perspective-taking and scoring system. Thus, in the second and primary study, 100 girls and boys from 5th, 7th, and 9th grades were assessed in terms of extent of loneliness, cognitive development (receptive vocabulary ability), social-cognitive development (loneliness reasoning ability), behavior problems, social competence, and family socioeconomic status. Social-cognitive development and behavior problems were both positively related to loneliness (ps $<$.0001), while social competence and loneliness were inversely related (p $<$.05). Respectively, significant negative and positive interrelationships were also found between behavior problems and social competence (p $<$.05), and behavior problems and social-cognitive development (p $<$.01). Furthermore, all relationships remained significant after controlling for the effects of cognitive development and maturation due to age. Subsequent forward stepwise multiple regression analysis indicated that social-cognitive development accounted for the greatest unique portion of the variance in loneliness (p $<$.0001), followed by behavior problems (p $<$.05), and social competence (ns). The results are discussed in terms of theoretical, assessment, and treatment implications.
Degree
Ph.D.
Advisors
Gruen, Purdue University.
Subject Area
Psychotherapy|Developmental psychology|Social psychology
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