Date

4-17-2024

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Jeffrey Savage

Keywords

loneliness, grade point average, academic success, public school, private school

Disciplines

Education

Abstract

The purpose of this quantitative correlational study was to examine the relationship between academic indicators (grade point average, Scholastic Assessment Test score, and type of school) and student reported loneliness. Weiss’ theory of loneliness was used as the foundation for this quantitative, correlational study. This study was conducted to create a framework for teachers, mentors, or other educational leaders to be able to locate and address student loneliness in a timely manner by understanding the educational indicators that are related to student loneliness. Loneliness is correlated to a variety of negative mental and physical health problems, along with increasing risky health behaviors. The sample of high school students was collected from public and private schools in Central Virginia. An online survey was conducted to gather the data, with a utilization of the UCLA loneliness measurement instrument. The results were analyzed using a multiple regression analysis to determine strength of relationship between variables and assess the model’s strength in predicting the outcome variable. The study provided evidence that a predictive, correlational relationship does exist between the predictor variables (SAT score, GPA, type of school) and the criterion variable (self-reported loneliness score). Students in public school with lower GPAs, self-reported under 3.25 weighted, were the correlating factor to a higher degree of loneliness. Future research on this topic should include adding additional predictor variables, such as race, gender, socio-economic status, examining other types of anxieties associated with loneliness, and examining GPA of specific academic areas.

Download

Included in

Education Commons

Share

COinS