This study examined the relationships between students’ perceptions of teacher support, the social classroom environment, school loneliness, and possible gender differences among 2099 first year upper secondary school students in Norway. Data were collected in the fall (t1) and spring (t2) of the school year. Results from structural equation modelling (SEM) analyses showed that perceived emotional and instrumental teacher support were directly related to students’ perceptions of the social classroom environment, and indirectly to student loneliness through the social classroom environment. While for boys, both types of teacher support were significantly related to these variables, only emotional teacher support was of significance to girls. The strongest contributing factor to students’ school loneliness was their perceptions of the social classroom environment. Some implications of this study are that a positive social classroom environment is an important safeguard against student loneliness, and that teachers can aid in preventing loneliness among students through facilitating a positive social environment in the class.

中文翻译：

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教师支持和社交教室环境可预测学生的孤独感

这项研究调查了挪威2099年第一年高中生的学生对教师支持的看法，社交教室的环境，学校的孤独感以及可能的性别差异之间的关系。在学年的秋季（t1）和春季（t2）收集数据。结构方程模型（SEM）分析的结果表明，教师的情感和工具支持与学生对社交教室环境的感知直接相关，而与社交教室环境中的学生孤独感间接相关。对于男孩来说，两种类型的教师支持都与这些变量显着相关，但只有情感上的教师支持对女孩才有意义。影响学生的学校孤独感的最重要因素是他们对社交教室环境的看法。这项研究的一些含义是，积极的社交课堂环境是防止学生孤独的重要保障，而教师可以通过在课堂上营造积极的社交环境来帮助防止学生之间的孤独。