A 6-Item Scale for Overall, Emotional, and Social Loneliness

Gierveld, Jenny de Jong

doi:10.1177/0164027506289723

Cited by 1,123 publications

(805 citation statements)

References 30 publications

Supporting

Mentioning

762

Contrasting

Unclassified

Order By: Relevance

“…The self-report question showed very high acceptability to participants with only 1 questionnaire out of 144 with this item missed. However, the de Jong Gierveld scale [21] was characterised by high levels of item non-response specifically relating to the negatively worded statements. As one participant observed, "Answering 'negative' questions can be confusing".…”

Section: Discussionmentioning

confidence: 99%

“…Thirty-four members responded and were enrolled in the study. Measures: We collected a common set of indicators across all data collection waves including: (a) two measures of loneliness -the 6-item de Jong Gierveld scale [21] and a self-report question; (b) for those who answered to the selfreport question the time/day of week they felt lonely; and (c) the season when participants felt loneliness was most problematic. In addition we asked participants to report any significant changes in their lives between data collection points.…”

Section: Methodsmentioning

confidence: 99%

“…We used two methods of measuring loneliness: the 6 item de Jong Gierveld scale [21] and a self-rating question; "How often do you feel lonely". Using the de Jong Gierveld scale in a self-completed questionnaire is unusual as it is typically included in phone or direct interviews.…”

Section: The Prevalence Of Lonelinessmentioning

confidence: 99%

See 2 more Smart Citations

Loneliness: The Cause or Consequence of Peer Victimization in Children and Youth

Pavri

2015

TOPSYJ

View full text Add to dashboard Cite

Temporal variations in loneliness at the individual and population level have long been reported in longitudinal studies. Although the evidence is limited due to methodological distinctions among studies, we broadly know that loneliness as one ages is a dynamic experience with people becoming more or less lonely or staying the same over time. There is, however, less evidence to understand individual variations in loneliness over shorter periods of time. This paper reports on one element of a small mixed method pilot study to investigate seasonal variations in loneliness over the course of one year and to test the effectiveness of tools used to collect data at repeated short intervals. Our findings confirm that loneliness is dynamic even over shorter periods of time with participants reporting to be lonelier in the evenings, weekends and spring-summer period. Data measures were at times problematic due to language and/or interpretation and reinforce the relevance of reviewing the more common approaches to studying loneliness to more effectively capture the complex and individual nature of the experience.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Loneliness: The Cause or Consequence of Peer Victimization in Children and Youth

Pavri

2015

TOPSYJ

View full text Add to dashboard Cite

show abstract

“…Emotional loneliness is a very painful form of isolation. Emotional loneliness is indicated by the weak intimacy of relationships due to the lack of close emotional bonding of someone close to and associated with a sense of emptiness and anxiety (Gierveld, 2006;Galanaki & Vassilopoulou, 2007). Social loneliness leads to a mixture of rejected or unacceptable circumstances, along with the presence of boredom (Perlman & Peplau, 1981).…”

Section: Form Of Lonelinessmentioning

confidence: 99%

Loneliness in School: School Counsellor’s Perspective About What, Why and How

Kemala¹

2017

IJAEDU- International E-Journal of Advances in Education

View full text Add to dashboard Cite

Loneliness is a mental state that is destructive, a stressful experience, painful and unpleasant. Loneliness happens when someone doesn't feel the intimate relationship both quantitatively as well as qualitatively. Loneliness is divided into two, emotional loneliness and social loneliness. In General, changes in physical, psychological and cognitive in teenagers sparked various circumstances that contribute to loneliness. Studies have shown the negative effects of loneliness such as physical health problems, lack of psychological well-being, social problems and even trigger teenagers to commit suicide. The school counsellor should be alert to the symptoms of loneliness at school. In accordance with its functions, school counsellor has a strategic position to detect up to cope with the case of the lonely. The qualitative descriptive study was designed to describe the counsellor's perspective on issues of loneliness at school. This research used questionnaires that contained open-ended questions with answer forms exploratory. The respondent was the school counsellor in secondary school who come from 12 regencies and cities of five provinces in Indonesia. Result: most of the school counsellor have not paid special attention to recognizing lonely students, not knowing their symptoms and effects, and have not learned yet how to cope. This is indicated by the limited response given by the counsellor. There was no specific program to overcome loneliness in their schools. This study provides direction to those field practitioners, academics, and policymakers to take steps aimed at increasing the knowledge and skills of school counsellors in dealing with cases of loneliness. Advanced research on various topics needed to enrich the study of loneliness in Indonesia.

show abstract

“…The Hebrew adaptation [28] of the loneliness scale [29] consisted of nine statements describing social and emotional loneliness (e.g. -I miss having a really close friend.‖).…”

Section: Lonelinessmentioning

confidence: 99%

Loneliness, Mindfulness, and Academic Achievements: A Moderation Effect among First-Year College Students

Rosenstreich¹,

Margalit²

2015

TOPSYJ

View full text Add to dashboard Cite

Abstract:The transition to college enhances feelings of loneliness, and lonely students typically underperform academically due to the depletion of cognitive resources. Mindfulness practice has been demonstrated to improve certain cognitive abilities. The current study examined whether mindfulness practice may moderate the relations between perceived loneliness and academic performance. In this study we combined data from two separate studies. In the first, loneliness, optimism, and academic self-efficacy were measured at the beginning of the academic year. In the second, mindfulness workshops were conducted in order to examine their impact on memory performance. In all, 73 college students in their first semester participated in the conjoint study (N = 50 mindfulness practice and N = 23 control). Their grades at the end of the semester and at the end of the year were also collected. Regression analyses were conducted in order to examine whether mindfulness moderated the effect of loneliness on academic achievements, and revealed that: a) loneliness was negatively correlated with recognition memory performance and with grades; b) grades were higher in the mindfulness group than in the control group; c) mindfulness and loneliness interacted, such that loneliness negatively predicted academic grades only for students who did not practice mindfulness. The results suggested that mindfulness practice may reduce the outcomes of loneliness on academic achievements in the first year of college.

show abstract

A 6-Item Scale for Overall, Emotional, and Social Loneliness

Cited by 1,123 publications

References 30 publications

Loneliness: The Cause or Consequence of Peer Victimization in Children and Youth

Loneliness: The Cause or Consequence of Peer Victimization in Children and Youth

Loneliness in School: School Counsellor’s Perspective About What, Why and How

Loneliness, Mindfulness, and Academic Achievements: A Moderation Effect among First-Year College Students

Contact Info

Product

Resources

About