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Learning Difficulties and Loneliness in College and Beyond: The Mediating Role of Self-Efficacy, Proactive Coping, and Hope

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  • Tamar Icekson

    (School of Behavioral Sciences, Peres Academic Center, 10 Peres St., Rehovot 7610202, Israel
    Department of Management, Ben-Gurion University, Beer Sheva 8410501, Israel)

  • Oranit Davidson Begerano

    (School of Behavioral Sciences, Peres Academic Center, 10 Peres St., Rehovot 7610202, Israel)

  • Michal Levinson

    (School of Behavioral Sciences, Peres Academic Center, 10 Peres St., Rehovot 7610202, Israel)

  • Jenny Savariego

    (School of Behavioral Sciences, Peres Academic Center, 10 Peres St., Rehovot 7610202, Israel)

  • Malka Margalit

    (School of Behavioral Sciences, Peres Academic Center, 10 Peres St., Rehovot 7610202, Israel
    School of Education, Tel-Aviv University, Tel-Aviv 6997801, Israel)

Abstract

Following the conservation of resources, social-cognitive and hope theories, the goals of this study were to identify the role of self-efficacy, proactive coping, and hope as mediators in the relations between learning difficulties and loneliness distress. A questionnaire was sent to current and past students. The sample consisted of 498 participants. The results demonstrated that individuals with learning difficulties reported higher levels of loneliness compared with individuals without learning difficulties. Moreover, self-efficacy, proactive coping, and hope mediated the relations between levels of learning difficulties and loneliness. Specifically, the final model emphasized the important role of hopeful beliefs, since hope mediated the relations between learning difficulties, self-efficacy, and proactive coping with loneliness. In terms of practical implications, professionals’ awareness as well as psychoeducational programs could be tailor-made to enhance hopeful beliefs and reduce loneliness.

Suggested Citation

  • Tamar Icekson & Oranit Davidson Begerano & Michal Levinson & Jenny Savariego & Malka Margalit, 2021. "Learning Difficulties and Loneliness in College and Beyond: The Mediating Role of Self-Efficacy, Proactive Coping, and Hope," IJERPH, MDPI, vol. 18(19), pages 1-14, October.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:19:p:10508-:d:651036
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    References listed on IDEAS

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    1. Tali Heiman & Dorit Olenik-Shemesh, 2020. "Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being," IJERPH, MDPI, vol. 17(20), pages 1-15, October.
    2. Jonas Preposi Cruz & Darren Neil C Cabrera & Only D Hufana & Nahed Alquwez & Joseph Almazan, 2018. "Optimism, proactive coping and quality of life among nurses: A cross‐sectional study," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(9-10), pages 2098-2108, May.
    3. David Feldman & Oranit Davidson & Malka Margalit, 2015. "Personal Resources, Hope, and Achievement Among College Students: The Conservation of Resources Perspective," Journal of Happiness Studies, Springer, vol. 16(3), pages 543-560, June.
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    Cited by:

    1. Adem Peker & Serkan Cengiz, 2023. "Academic Monitoring and Support from Teachers and School Satisfaction: The Sequential Mediation Effect of Hope and Academic Grit," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1553-1579, August.

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