Evaluating the Performance of a Short Loneliness Scale Among College Students

Matthews-Ewald, Molly R.; Zullig, Keith J.

doi:10.1353/csd.2013.0003

Cited by 27 publications

(23 citation statements)

References 19 publications

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“…", with the five response options: "never," "seldom," "sometimes," "often," and "very often." The T-ILS has displayed satisfactory reliability and both concurrent and discriminant validity in two US nationally representative population-based studies [20]; it has also performed well among US college students [21]. The three items were analyzed separately, and each item was dichotomized using "often" or "very often" as the cut-off value.…”

Section: Lonelinessmentioning

confidence: 99%

Life satisfaction and mental health among transgender students in Norway

et al. 2020

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Background: Social attitudes to transgender persons and other gender minorities vary around the world, and in many cultures, prejudices and social stigma are common. Consequently, transgender persons face challenges related to discrimination and negative attitudes among the public. The purpose of this study was to compare life satisfaction, loneliness, mental health, and suicidal behavior among transgender students with cisgender students' experiences in a nationwide sample of Norwegian students pursuing higher education.Methods: In total,50,054 full-time Norwegian students completed an online questionnaire (response rate 30.8%), of whom 15,399 were cisgender males, 34,437 cisgender females, 28 individuals who reported being binary transgender (12 transwomen and 16 transmen), and 69 individuals non-binary transgender persons. The measures included questions concerning gender identity, life satisfaction (Satisfaction With Life Scale), loneliness (The Three-Item Loneliness Scale), mental health problems (Hopkins Symptoms Check List), mental disorders, and suicidal ideation, suicidal behavior, and self-harm. Chi-square tests, Independent-Samples Kruskal-Wallis tests, and logistic regression analyses were used to examine differences between gender identities. Results: Transgender students reported significantly more psychosocial burdens on all measures. There were no significant differences in any of the measures between the binary and non-binary transgender students.Conclusion: The findings call for increased awareness about welfare and health for transgender students in Norway. Higher education institutions need to consider measures at various levels to establish a learning environment that is more inclusive for gender minorities.

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Section: Lonelinessmentioning

confidence: 99%

Life satisfaction and mental health among transgender students in Norway

et al. 2020

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“…Loneliness or social isolation can be measured using the 20-question Revised UCLA Loneliness Scale (Russell et al, 1980 ), but a short 3-item version is also available (“How often do you feel that you lack companionship?,” “How often do you feel left out?,” “How often do you feel isolated from others? ;” Hughes et al, 2004 ) and has been validated among college students (Matthews-Ewald & Zullig, 2013 ).…”

Section: Healthy Family and Social Relationshipsmentioning

confidence: 99%

The dimensions of successful young adult development: A conceptual and measurement framework

Scales

Benson

Oesterle

et al. 2015

Applied Developmental Science

199

145

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In this article, we draw on the theoretical and empirical literature to name what appear to be core dimensions of successful young adult development. We also describe some possible indicators and measures of those dimensions and sketch the kinds of developmental relationships and opportunities young people need in adolescence to effectively transition to a successful young adulthood, as well as the developmental relationships and opportunities young adults need for continued well-being. We name eight social, psychological, behavioral, educational, occupational, health, ethical, and civic dimensions of successful young adult development, and suggest that only a minority of adolescents are well-prepared to make a transition to successful young adulthood. The goal of the article is twofold: to contribute to the articulation of and consensus on the dimensions of successful young adult development, and to lay the groundwork for subsequent research to empirically validate both those core dimensions, as well as developmental indicators of progress toward attainment of these proposed dimensions of well-being.

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“…The validity of the original T‐ILS has previously been investigated by Hughes et al and Matthews‐Ewald and Zullig (2013). Both studies found support for convergent and discriminant validity of the T‐ILS.…”

Section: Methodsmentioning

confidence: 99%

“…Hughes and colleagues (2004) reported correlations with measures of mood and emotions from a short form of the Center for Epidemiologic Studies–Depression Scale (CES‐D; Turvey, Wallace & Herzog, 1999), and with the Perceived Stress Scale (Cohen, Kamarck & Mermelstein, 1983). Matthews‐Ewald and Zullig (2013) reported correlations with various self‐rated health scales (the Brief Multidimensional Students’ Life Satisfaction Scale and The Centers for Disease Control’s Health‐Related Quality of Life Scale (Centers for Disease Control & Prevention, 1994). As to be expected, the UCLA Loneliness Scale and the T‐ILS were also found to be highly and positively correlated in the development study (Hughes et al ., 2004).…”

Section: Methodsmentioning

confidence: 99%

Classification of loneliness using the T‐ILS: Is it as simple as it seems?

Nielsen

Friderichsen

Rayce

2020

Scandinavian J Psychology

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Student well‐being is a growing issue in higher education, and assessment of the prevalence of conditions as loneliness is therefore important. In higher education and population surveys the Three‐Item Loneliness Scale (T‐ILS) is used increasingly. The T‐ILS is attractive for large multi‐subject surveys, as it consists of only three items (derived from the UCLA Loneliness Scale). Several ways of classifying persons as lonely based on T‐ILS scores exist: dichotomous and trichotomous classification schemes and use of sum scores with rising levels indicating more loneliness. The question remains whether T‐ILS scores are comparable across the different population groups where they are used or across groups of students in the higher education system. The aim was to investigate whether the T‐ILS suffers from differential item functioning (DIF) that might change the loneliness classification among higher education students, using a large sample just admitted to 22 different academy profession degree programs in Denmark (N = 3,757). DIF was tested relative to degree program, age groups and gender. The framework of graphical loglinear Rasch models was applied, as this allows for adjustment of sum scores for uniform DIF, and thus for assessment of whether DIF might change the classification. Two items showed DIF relative to degree program and gender, and adjusting for this DIF changed the classification for some subgroups. The consequences were negligible when using a dichotomous classification and larger when using a trichotomous classification. Therefore, trichotomous classification should be used with caution unless suitable adjustments for DIF are done prior to classification.

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Evaluating the Performance of a Short Loneliness Scale Among College Students

Cited by 27 publications

References 19 publications

Life satisfaction and mental health among transgender students in Norway

Life satisfaction and mental health among transgender students in Norway

The dimensions of successful young adult development: A conceptual and measurement framework

Classification of loneliness using the T‐ILS: Is it as simple as it seems?

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