Factors Of Loneliness During Middle Childhood: Peer Acceptance, Friendship Quality And Self-Perceived Social Competence

More and more researches were focused on the influence of childhood peer relationship on later adjustment in the field of developmental psychology. Under such a background, the present study tried to examine the function of peer acceptance, friendship quality, self-perceived social competence to loneliness during middle childhood.549 children in an elementary school from the third grade to the sixth grade, completed peer nomination, Friendship Quality Questionnaire, and Who am I, in June 2002 and so did 567 children in the same school and grades in June 2003. Cross-section design and longitudinal design were employed in the present study.The findings indicated that:1 .There was significant gender difference on scores of loneliness, and boys scored higher than girls.2.Significantly negative correlation was found between loneliness and social preference, self-perceived social competence, validation and caring, companionship and recreation, help and guidance, conflict resolution, intimate and exchange; significantly positive correlation was found between loneliness and conflict and betrayal.3.Popular children reported significantly lower scores of loneliness than did the average, the neglected and the rejected; the controversial and the average children reported significantly lower scores of loneliness than the neglected and the rejected. Children who reported higher level of positive friendship quality scored significantly lower for loneliness than did those who reported average and lower one, and children who reported average level of positive friendship quality scored significantly lower for loneliness than did those who reported lower ones; children who reported lower level of negative friendship quality scored significantly lower for loneliness than did those who reported higher one; children who perceived theirsocial competence positively scored significantly lower for loneliness than did those who perceived averagely and negatively, and children who perceived their social competence averagely scored significantly lower for loneliness than did those who perceived negatively.4.Results of multiple regression analyses indicated that at both time-testing could negatively predict loneliness scores. Hierarchy regression showed that self-perceived social competence accounted for the most variance in loneliness, in turn did friendship quality and social status.5.There was significant time-testing difference on scores of loneliness, after a year of interval children reported significantly lower scores of loneliness. After 1-year interval, children who were classified into the group of friendship quality having increased, reported significantly lower scores of loneliness; children who were classified into groups of self-perceived social competence having increased and not having changed reported significantly lower scores of loneliness, and children who were classified into the group of self-perceived social competence having decreased reported significantly higher scores of loneliness.6.Results from SEM indicated that peer acceptance, friendship quality and self-perceived social competence predicted loneliness concurrently; and loneliness at the first time-testing positively predicted that of the second time-testing after 1 -year interval.