Loneliness and teacher-student relationships in children and adolescents: Multilevel cross-cultural meta-analyses of cross-sectional and longitudinal studies

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2024-10-04 DOI:10.1016/j.jsp.2024.101380

Yixuan Zheng , Cecilia Rollano , Charlotte Bagnall , Caroline Bond , Jia Song , Pamela Qualter

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引用次数: 0

Abstract

This study synthesized the literature from international and Chinese databases regarding the associations between loneliness and the quality of affective teacher-student relationships (TSRs) among children and adolescents ages 5.34–17.09 years. Forty-seven studies published between 2005 and 2023 were included in a cross-sectional meta-analysis using a multi-level approach. Moderators of the relationship, including culture, study, sample, and measurement characteristics, were also examined. Findings indicated a significant medium effect size (r = −0.226) between loneliness and TSRs with effects moderated by students' gender and national cultural background (i.e., Hofstede's Power Distance and Long-term/Short-term Orientation Dimensions). Longitudinal meta-analyses were performed with six studies by using cross-lagged regression to investigate the prospective effects between these two variables. Results showed that loneliness predicted subsequent TSRs (β = −0.1661) and TSRs predicted subsequent loneliness (β = −0.0917), indicating a reciprocal prospective relationship over time. The findings emphasize not only the role of teachers in students' experiences of loneliness, but also the role that loneliness has on an individual's relationships with others. Recommendations for intervention include (a) increasing teacher awareness of student loneliness and (b) ensuring that any school-based work considers the specific social-cultural perspective.

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儿童和青少年的孤独感与师生关系：横断面和纵向研究的多层次跨文化荟萃分析

本研究综合了国际和国内数据库中有关孤独感与 5.34-17.09 岁儿童和青少年情感师生关系（TSR）质量之间关系的文献。采用多层次方法对 2005 年至 2023 年间发表的 47 项研究进行了横断面荟萃分析。同时还研究了这一关系的调节因素，包括文化、研究、样本和测量特征。研究结果表明，孤独感和 TSR 之间存在明显的中等效应（r = -0.226），学生的性别和国家文化背景（即霍夫斯泰德的权力距离和长期/短期取向维度）对其影响有调节作用。通过使用交叉滞后回归法对六项研究进行了纵向元分析，以调查这两个变量之间的前瞻性影响。结果表明，孤独感可预测随后的 TSR（β = -0.1661），而 TSR 可预测随后的孤独感（β = -0.0917），这表明随着时间的推移，这两个变量之间存在互为因果的前瞻性关系。研究结果不仅强调了教师在学生孤独感体验中的作用，还强调了孤独感对个人与他人关系的影响。干预建议包括：（a）提高教师对学生孤独感的认识；（b）确保任何以学校为基础的工作都考虑到特定的社会文化视角。

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来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.