Interest in the topic of loneliness has resulted in the development of a number of global, unidimensional instruments used for measuring current levels of loneliness. A new, multidimensional scale, the Loneliness Rating Scale (LRS), is introduced. This 40-item scale assesses the frequency and intensity of particular affects reported by lonely individuals. Results of a factor analytic procedure suggest that the LRS contains four affective dimensions: Depletion, Isolation, Agitation, and Dejection. The theoretical implications of these results are presented, along with information concerning the usage and scoring of the LRS.

This study was designed to investigate the relationship between loneliness and self-esteem for adolescents (n = 57; age range 16 to 18 years). As hypothesized, scores on the UCLA Scale for Loneliness correlated negatively with adolescents' scores on Coopersmith's self-esteem measure. And, scores on two affective dimensions of loneliness (Isolation and Dejection) correlated negatively with scores on self-esteem.

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69 Lonely and 142 Nonlonely undergraduates were compared on self-disclosure to four interpersonal targets, i.e. friend, group of friends, stranger, and group of strangers. The Lonely group were less willing to disclose to all four targets and reported higher frequency and intensity of loneliness-related affects.

The primary purpose of this investigation was to ascertain whether students' learning styles affected performance in remedial courses. The study also investigated whether learning styles differed in terms of age, sex, and class-standing in a university setting While type of learning style did not differ with respect to class-standing or sex, type of learning style differed significantly with respect to age. Most importantly, type of learning style significantly influenced grade point average in remedial courses. Students using an interactive learning style obtained higher grades than those using a combination of two learning styles.