Loneliness and adolescents' neural processing of self, friends, and teachers. Consequences for the school self-concept.

Autor/inn/en	Golde, Sabrina; Romund, Lydia; Lorenz, Robert C.; Pelz, Patricia; Gleich, Tobias; Beck, Anne; Raufelder, Diana
Titel	Loneliness and adolescents' neural processing of self, friends, and teachers. Consequences for the school self-concept.
Quelle	In: Journal of research on adolescence, 29 (2019) 4, S. 938-952 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1050-8392; 1532-7795
DOI	10.1111/jora.12433
Schlagwörter	Peer-Beziehungen; Einsamkeit; Freundschaft; Selbstbeurteilung; Selbstkonzept; Selbstwahrnehmung; Soziale Beziehung; Soziale Erfahrung; Adoleszenz; Schule; Schülerselbstbeurteilung; Schüler-Schüler-Beziehung; Soziale Kompetenz; Magnetresonanzverfahren
Abstract	The present interdisciplinary study explored whether perceived loneliness is associated with ventromedial prefrontal cortex (vMPFC) activation during self- and social judgments (friends and teachers) in adolescents. Moreover, we examined how vMPFC activity is related to the academic self-concept (ASC). Results of manifest path analysis indicated that high perceived loneliness was related to lower neural response to self-judgments. In turn, high neural response to self-judgments was positively associated with the ASC, whereas there was a trendwise negative association between high neural response to teacher-related judgments and ASC. This study reveals associations between perceived loneliness and neural processing of the self, underlining the idea that feeling isolated from others may hinder self-insight and, by extension, the formation of a stable academic self-concept. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2