The Impact of Interpersonal Cognitive Distortions on Satisfaction with Life and the Mediating Role of Loneliness

Abstract

Loneliness and cognitive distortions have serious negative effects on life satisfaction and are seen as related to each other. However, what mediates in these relationships has not been adequately analyzed. This study aims to analyze the effect between cognitive distortions and life satisfaction by asserting the mediating role of loneliness. For this purpose, we conducted a cross-sectional study with 978 people over the age of 20 from various parts of Turkey using a general screening model. Firstly, we analyzed the direct effect of interpersonal rejection, interpersonal misperception, and unrealistic relationship expectation, which are sub-dimensions of cognitive distortions, loneliness, and life satisfaction. Secondly, we analyzed the effects of independent, mediation, and interaction (Loneliness X age) variables on satisfaction with life. Thirdly, we applied direct regression analysis between independent, mediating, and dependent variables to conduct the mediation analysis of the study. Also, we examined age as a moderator between loneliness and life satisfaction. The results showed loneliness as an essential determinant between cognitive distortions and life satisfaction. Moreover, in the moderation analysis, we found some age-related differences between loneliness and life satisfaction. According to this, both loneliness and life satisfaction increased with increasing age. However, life satisfaction decreased as loneliness increased in young people. Being able to compensate for loneliness in the aging process is an essential psychological indicator. Although young people have more opportunities than older people, their ability to cope with negative situations such as loneliness is largely undeveloped. These results showed both psychological and sociological problems of loneliness. Therefore, the results can be useful for the prevention of loneliness and the development of intervention programs.

Does Emotional Intelligence Increase Satisfaction with Life during COVID-19? The Mediating Role of Depression

“…Life satisfaction evaluates one's life according to subjectively determined standards [72,73]. This concept is related to subjective well-being, which is defined as individuals' emotional and cognitive evaluations of their lives [12,74,75]. Thus, life satisfaction is the state of taking pleasure from life, finding life meaningful, and evaluating people's lives positively in accordance with their own criteria [75][76][77].…”

Teaching Disruption by COVID-19: Burnout, Isolation, and Sense of Belonging in Accounting Tutors in E-Learning and B-Learning

“…Hence, several scholars have pointed out that teaching is a stressful profession [4,24] and the levels of teacher burnout are not trivial. Considering that teacher burnout and feelings of isolation can lead to demotivation, negative feelings, dissatisfaction, extremely low levels of efficiency, and low levels of optimism [4], with severe consequences on the physical and mental health of teachers [23,24], teacher burnout is a matter of concern.…”

“…The first refers to the conditions in which teachers work and interact with their colleagues, and the second is related to personal psychological status rather than work conditions [39]. Several scholars have focused on explaining the factors associated with teacher isolation, including variables, such as a lack of or scarce interaction with classmates [20], absence of support by the teaching community [21,22,40], lack of a satisfaction in the social environment, and loss of a close attachment relationship [23].…”

“…Empirical studies have also shown that loneliness causes cognitive distortions and life dissatisfaction, and age acts as a moderating factor. Indeed, loneliness is associated with both psychological and sociological problems [23]. Currently, the new social isolation caused by the COVID-19 lockdown resulted in closures of colleges and universities worldwide.…”

“…Isolation is associated with a perception of loneliness that members experience in the learningteaching process. In the teachers' collective, isolation is linked to an absence of communication between peers [20] and an absence of support by peers [21], which essentially engage in a sense of not being part of a community [22], and can cause cognitive distortions [23] and mental health problems [24]. Online teaching modalities have also associated with a feeling of being academically alone.…”