How Loneliness is Associated with Depressive Symptoms in Spanish College Students: Examining Specific Coping Strategies as Mediators

Fuente, Amaia de la; Chang, Edward C.; Cardeñoso, Olga; Chang, Olivia D.

doi:10.1017/sjp.2018.56

Cited by 8 publications

(7 citation statements)

References 36 publications

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“…However, in the earlier time of the COVID-19 pandemic when death threats and negative emotions were diffused, individuals were more anxious of infecting the COVID-19 virus rather than social anxiety. In addition, studies have indicated that among the factors associated with loneliness, depression has the greatest impact ( Fuente et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…Longitudinal research has also demonstrated that loneliness predicts depression ( Chang, 2017 ), not only at a specific moment but also vertically in time ( Louise et al, 2010 ; Qualter et al, 2010 ; Vanhalst et al, 2012 ). Moreover, studies have revealed an association between loneliness and depressive symptoms ( Cacioppo et al, 2006 ; Chang, 2017 ) and shown that loneliness can predict a heightening of depressive symptoms over time ( Fuente et al, 2018 ). Recently, studies have revealed that loneliness has a significant effect on depression at a moderate level ( Erzen and Cikrikci, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

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Young Adults’ Loneliness and Depression During the COVID-19 Pandemic: A Moderated Mediation Model

et al. 2022

Front. Psychol.

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Since the outbreak of the COVID-19 pandemic in December 2019, millions of people have been infected with the disease. The COVID-19 pandemic also produced severe mental health problems, such as loneliness and depression. The present study aimed to examine the mediating role of cognitive reappraisal and moderating role of resilience in the relationship between young adults’ loneliness and depression during the pandemic by adopting a cross-sectional research approach. In March 2020, 654 young adults (18–29 years old) were recruited to complete the measures for loneliness, depression, emotion regulation, and resilience. Results found that loneliness was positively and moderately associated with depression (r = 0.531, p < 0.001), and that both loneliness and depression were separately negatively associated with cognitive reappraisal (r = −0.348, p < 0.001; r = −0.424, p < 0.001) and resilience (r = −0.436, p < 0.001; r = −0.419, p < 0.001). The results indicated that both loneliness and depression were not associated with expressive suppression (r = 0.067, p = 0.087; r = −0.002, p = 0.961). The moderated mediation model results revealed that only cognitive reappraisal partially mediated the relationship between loneliness and depression (b = −0.301; Boot 95% CI = −0.388, −0.215). In addition, the results of the moderated mediation model indicated that resilience moderated the association between loneliness and depression (b = 0.035, p < 0.001, Boot 95% CI = 0.014, 0.055), while also moderated the impact of cognitive reappraisal on depression (b = −0.031, p < 0.001, Boot 95% CI = −0.058, −0.005). These findings have practical implications that broaden our understanding of depression in young adults and shed light on how to enhance cognitive reappraisal and resilience as a means of combating depression in this age group during the COVID-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Young Adults’ Loneliness and Depression During the COVID-19 Pandemic: A Moderated Mediation Model

et al. 2022

Front. Psychol.

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“…The study of coping strategies in isolation situations was previously carried out in the framework of the analysis of the following problems: loneliness [23,36], restrictions on communication related to hospitalization [22], migration [37] and imprisonment [6]. It has been shown that the depression level is mediated by feelings of loneliness and coping strategies used by a person.…”

Section: Introductionmentioning

confidence: 99%

“…It has been shown that the depression level is mediated by feelings of loneliness and coping strategies used by a person. In particular, loneliness reveals a negative correlation with strategies aimed at solving the problem and positively correlates with strategies aimed at avoiding the situation [24,26,36]. Social ties with the family and religious practices can facilitate social exclusion for migrants and refugees [37,38].…”

Section: Introductionmentioning

confidence: 99%

Study of student’s self-isolation adaptation strategies during the Covid-19 pandemic

et al. 2021

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The COVID-19 epidemic, which turned into a pandemic, has led to the introduction of lockdown in many countries as a measure to prevent the spread of the virus. Significant changes have occurred in the lives of Russian students. The research objective is to study students’ strategies of adaptation to the self-isolation caused by the need to prevent the spread of COVID-19. To achieve this purpose, an online survey of students was conducted, followed by a correlation analysis of the data. The survey involved 269 students aged 17-21. In self-isolating conditions, students prefer to use strategies aimed at self-change. Two groups of strategies are distinguished in the structure of students’ adaptive behavior, between which there are positive correlations of average strength. The first group includes students’ preferable behavior strategies (accommodating, self-change, and self-immersion). The second group consists of strategies that are not popular among students (environment changing, waiting, avoidance, and passive self-representation). Male students are more active in solving problems than female students. The research results expand the existing understanding of students’ reactions to changes related to self-isolation. They can be useful to teachers, psychologists involved in assessing the social consequences of the COVID-19 pandemic on students.

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“…A recent Danish survey among higher education students linked loneliness with increased levels of stress (Khalid, 2017). Additionally, increased feelings of loneliness among students in higher education have specifically been shown to be related to disturbed sleeping patterns (Hayley, Downey, Stough, Sivertsen, Knapstad & Øverland, 2017), learning burnout (Lin & Huang, 2012; Stoliker & Lafreniere, 2015), psychosocial stress (Sladek & Doane, 2015), depressive symptoms and suicidal behavior (Chang, Muyan & Hirsch, 2015; de la Fuente, Chang, Cardeñoso & Chang, 2018), greater anxiety, stress, depression and general mental health over time (Richardson, Elliott & Roberts, 2017), drop‐out (Rotenberg & Morrison, 1993), a poorer recognition memory, and decreased academic performance (Rosenstreich & Margalit, 2015). Additionally, being an international student increases the risk of experiencing loneliness (Jones, Lodder & Papadopoulos, 2019).…”

Section: Introductionmentioning

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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How Loneliness is Associated with Depressive Symptoms in Spanish College Students: Examining Specific Coping Strategies as Mediators

Cited by 8 publications

References 36 publications

Young Adults’ Loneliness and Depression During the COVID-19 Pandemic: A Moderated Mediation Model

Young Adults’ Loneliness and Depression During the COVID-19 Pandemic: A Moderated Mediation Model

Study of student’s self-isolation adaptation strategies during the Covid-19 pandemic

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

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