In two independent studies, we aimed to examine the extent to which teacher and peer nominations of loneliness are associated with children’s and adolescents’ self-reported loneliness, respectively. Additionally, we examined whether loneliness nominations from teachers and peers were informative above and beyond peer status and social behaviors associated with loneliness. In Study 1 (N = 1594, M_age = 9.43 years), teacher nominations of loneliness showed a small to moderate correlation with children’s self-reported loneliness as assessed using the Loneliness and Social Dissatisfaction Questionnaire (LSDQ). The results of a hierarchical regression analysis showed that teacher nominations of loneliness predicted children’s self-reported loneliness above and beyond teacher nominations of peer status and social behaviors. In Study 2 (N = 350, M_age = 13.81 years), peer nominations of loneliness showed a small to moderate correlation with adolescents’ self-reported loneliness as assessed using the peer-related loneliness subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA). The results of a hierarchical regression analysis showed that peer nominations of loneliness predicted adolescents’ self-reported loneliness above and beyond peer nominations of peer status and social behaviors. We conclude that loneliness nominations are valuable, but caution is needed when they are used exclusively to identify lonely children and adolescents.

中文翻译：

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在学校发现孤独感：自我报告与教师和同伴提名之间的关联

在两项独立研究中，我们旨在研究教师和同伴提名的孤独感分别与儿童和青少年自我报告的孤独感相关的程度。此外，我们检查了老师和同伴的孤独感提名是否比同伴地位和与孤独感相关的社会行为更有意义。在研究1（Ñ = 1594，中号_年龄= 9.43岁），教师的孤独感提名与孤独和社会不满问卷（LSDQ）评估的儿童自我报告的孤独感之间存在小到中等的相关性。分层回归分析的结果表明，教师提名人的孤独感预测了孩子自我报告的孤独感，高于同伴地位和社交行为的教师提名。在研究2（Ñ = 350，中号_年龄= 13.81岁），同伴提名的孤独感与青少年自我报告的孤独感之间存在小到中等的相关性，这是根据《儿童和青少年孤独与孤独感量表》（LACA）的同伴相关孤独感子量表进行评估的。分层回归分析的结果表明，对同伴的孤独感预测比在同伴地位和社会行为的同伴提名之外，青少年的自我报告的孤独感。我们得出的结论是，孤独提名是有价值的，但是当孤独识别被专门用于识别孤独的儿童和青少年时，则需要谨慎。