Loneliness and Scholastic Self-Beliefs among Adolescents: A Population-based Survey

Alice M. Eccles*, Pamela Qualter, Katrine Rich Madsen, Bjørn E. Holstein

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review


Loneliness has previously been linked to cognitive and attentional bias, and such biases may have a detrimental impact on perceived scholastic self-beliefs. Little is known about the relationship in school-aged adolescents. The current study examined the association between loneliness and scholastic self-beliefs in a nationally representative Danish sample of adolescents (aged 11-, 13- and 15 years, n = 3815, collected in 2014 by the Health Behaviour in School-aged Children study (HBSC)). Through binary logistic regressions, results demonstrated that higher levels of loneliness, measured by a single item and a composite score, were associated with poorer self-reported achievement perception, higher feelings of school dissatisfaction, and greater feelings of school pressure. Results also suggested gender played a moderating role. The current study highlights the importance of loneliness for scholastic self-beliefs, and provides a novel insight by utilising distinct loneliness measures. The implications, in relation to research and practise, are discussed.

Original languageEnglish
JournalScandinavian Journal of Educational Research
Issue number1
Pages (from-to)97-112
Publication statusPublished - 2023


  • adolescents
  • HBSC
  • Loneliness
  • one-item and composite-score of loneliness measurement
  • scholastic self-beliefs


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