Loneliness trajectories and psychological distress in youth: Longitudinal evidence from a population-based sample.

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Emma M Kirwan, Martina Luchetti, Annette Burns, Páraic S O'Súilleabháin, Ann-Marie Creaven
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引用次数: 0

Abstract

This pre-registered secondary analysis aimed to examine distinct longitudinal loneliness trajectories in youth and whether these trajectories were associated with psychological distress at final follow-up in the UK Household Longitudinal Study. Participants (N = 827, 55.1% female, Time 1: M ± SD = 16.50 ± 0.50 years) provided data during Waves 9, 10 and 11. K-means longitudinal clustering analysis was used to identify clusters of participants with distinct loneliness trajectories across measurement waves. We identified four clusters demonstrating distinct trajectories of loneliness: stable low (40.7%), stable high (20.6%), moderate decreasing (19.6%) and low increasing (19.1%). Compared to 'stable low loneliness', 'stable high' and 'low increasing' loneliness clusters were significantly associated with psychological distress at Wave 11 following adjustment for sex, ethnicity, parent's highest educational achievement and Wave 9 psychological distress. The current study offers an important contribution to the literature on patterns of youth loneliness and mental health consequences.

青少年的孤独轨迹与心理困扰:来自人口样本的纵向证据。
这项预先登记的二次分析旨在研究英国家庭纵向研究中青少年不同的纵向孤独轨迹,以及这些轨迹是否与最终随访时的心理困扰有关。参与者(N = 827,55.1% 为女性,时间 1:M ± SD = 16.50 ± 0.50 岁)在第 9、10 和 11 波期间提供了数据。我们使用 K-均值纵向聚类分析来识别在各测量波中具有不同孤独轨迹的参与者群组。我们确定了四个显示出不同孤独感轨迹的群组:稳定的低度孤独感(40.7%)、稳定的高度孤独感(20.6%)、中度孤独感下降(19.6%)和低度孤独感上升(19.1%)。与 "稳定的低度孤独感 "相比,"稳定的高度孤独感 "和 "低度增加孤独感 "群组在调整性别、种族、父母的最高教育成就和第 9 波的心理困扰后,与第 11 波的心理困扰显著相关。目前的研究为有关青少年孤独模式和心理健康后果的文献做出了重要贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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