Revisiting the Factorial Validity of the Revised UCLA Loneliness Scale: A Test of Competing Models in a Sample of Teachers

Dussault, Marc; Fernet, Claude; Austin, Stéphanie; Leroux, Mathieu

doi:10.2466/pr0.105.3.849-856

Cited by 44 publications

(46 citation statements)

References 22 publications

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“…Confirmatory factor analysis results indicated that the UCLA LS3 had multidimensional structure. Multidimensionality of the previous versions of the UCLA has been supported by several researchers (Dussault et al, 2009;Mahon et al, 1995, McWhirter, 1990, Hartshorne, 1993 ''to clarify client's need and appropriate interventions'' (McWhirter, 1990, p. 56). Consistently, the multidimensionality of the UCLA LS3 is supported by Russell (1996).…”

Section: Discussionmentioning

confidence: 97%

“…He found that the 2-factorial solution revealed better results than the other factorials structures on the basis of confirmatory factorial analysis. Conversely, Dussault et al (2009) found that the 3-factorial solution had better goodness of fit indices rather than the 1-factorial and the 2-factorial solution.…”

mentioning

confidence: 81%

“…This version had satisfactory discriminant validity with the measures of personality, social desirability, and depression (Russell et al, 1980). Additionally, the scale's 1-factorial (Pretoirus, 1993); 2-factorial (positive and negative items, Mahon, Yarcheski, & Yarcheski, 1995); and 3-factorial structure (intimate others, social others, and afilliative environment, McWhirter, 1990; isolation, relational connectedness, collective connectedness, Dussault, Fernet, Austin, & Leroux, 2009) were tested in a wide variety of studies. Hartshorne (1993) compared the 1-factorial, 2-factorial, and 3-factorial structure of the revised UCLA LS.…”

mentioning

confidence: 98%

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Psychometric Qualities of the UCLA Loneliness Scale-Version 3 as Applied in a Turkish Culture

Durak

Şenol-Durak

2010

Educational Gerontology

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Section: Discussionmentioning

confidence: 97%

mentioning

confidence: 81%

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confidence: 98%

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Psychometric Qualities of the UCLA Loneliness Scale-Version 3 as Applied in a Turkish Culture

Durak

Şenol-Durak

2010

Educational Gerontology

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“…Dussault, Fernet, Austin, and Leroux (2009) examined the factorial validity of the Revised UCLA Loneliness Scale with a random sample of 1,157 Canadian teachers. In discussing the results the researchers addressed only the factorial structure of the scale.…”

Section: Studies Of Loneliness Involving Teachersmentioning

confidence: 99%

“…However, up to now their participation has been limited to purposes such as the measure of loneliness among children and teenagers, and validation of instruments (Dussault, Fernet, Austin, & Leroux, 2009;Galanaki & Vassilopoulou, 2007). Assessment of teachers' loneliness and its implications for the educational field are scarce.…”

Section: Introductionmentioning

confidence: 99%

Professores Também Sentem Solidão: Estudo das Características Pessoais e Profissionais de Docentes Associadas à Solidão

Neto

2015

Psico

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This study aimed to identify the demographic and professional characteristics associated with loneliness among a sample of Brazilian teachers, and to assess the extent to which job satisfaction and loneliness are associated. Participants were 1,194 Brazilian teachers. Using a snowball sampling strategy, participants answered an online survey questionnaire. A series of t-tests, ANOVAs, and correlational analyses were performed. The results suggest that teachers who are not in a relationship, teachers who attended a private college, and those teaching in a public school are more likely to feel lonely. The results also indicate that the more lonely teachers feel, more dissatisfied they are with their jobs. RESUMO Professores Também Sentem Solidão: Estudo das Características Pessoais e Profissionais de Docentes Associadas à SolidãoO objetivo do presente estudo foi identificar as características pessoais e profissionais associadas com a solidão entre professores brasileiros e medir o quanto a satisfação no trabalho e a solidão estão associadas. Participaram deste estudo um total de 1.194 professores. Recrutados por uma amostragem do tipo bola de neve, os participantes responderam a um questionário online. Foram conduzidos os testes t, ANOVA e correlação de Pearson. Os resultados indicam que professores que estão em um relacionamento amoroso, aqueles que estudaram em faculdades privadas e aqueles que lecionam em escolas públicas são mais propensos a experimentarem solidão. Os resultados ainda revelam que quanto maior o nível de solidão, maior a insatisfação do professor com o seu trabalho.Palavras-chave: Características Profissionais; Professores; Satisfação no Trabalho Docente; Solidão. RESUMEN Los Maestros También Sufren de Soledad: Un Estudio de las Características Asociadas con la SoledadEl estudio se proponía identificar las características demográficas y profesionales asociadas con la soledad, entre un grupo de maestros brasileños, y estimar hasta qué punto están asociadas la satisfacción en el trabajo y el sentido de soledad. Los participantes fueron 1,194 maestros brasileños. Utilizando la estrategia del modelo de bola de nieve, los participantes contestaron un cuestionario en línea. Se llevaron a cabo una serie de t-tests, ANOVA, y análisis corelacionados. Los resultados sugieren que los maestros que no se inter-relacionan, los que enseñan en escuelas privadas y los que enseñan en escuelas públicas, están más propensos a sentirse solos. Estos resultados indican también que cuanto más solos se sienten los maestros, menos satisfechos están en su trabajo.Palabras clave: Características Profesionales; Maestros; Satisfacción del Maestro en su Trabajo; Soledad.Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada.

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Meaning making as a moderator in international students' acculturative experience

Luz

Thomas

2023

Psychology in the Schools

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International students (IS) face unique challenges when attending higher education institutions in the United States that derive from acculturative stress and contribute to feelings of loneliness and depressive symptoms. This study examined the sense of meaning as a moderator in the relationship between acculturative stress, loneliness, and depressive symptoms in IS. A quantitative research design using a linear multiple regression model was employed to investigate the interplay between the variables. The findings of 80 participants indicated that there is a significant relationship between acculturative stress, loneliness, and depressive symptoms. The results also indicate that a sense of meaning moderated the relationship between acculturative stress and depressive symptoms. These results may assist counselor educators, mental health clinicians, and higher education administrators to better serve the IS population.

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Revisiting the Factorial Validity of the Revised UCLA Loneliness Scale: A Test of Competing Models in a Sample of Teachers

Cited by 44 publications

References 22 publications

Psychometric Qualities of the UCLA Loneliness Scale-Version 3 as Applied in a Turkish Culture

Psychometric Qualities of the UCLA Loneliness Scale-Version 3 as Applied in a Turkish Culture

Professores Também Sentem Solidão: Estudo das Características Pessoais e Profissionais de Docentes Associadas à Solidão

Meaning making as a moderator in international students' acculturative experience

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