Evangelia P. Galanaki

TL;DR: This paper found that school-age children were able to perceive the differences between aloneness and loneliness, although they frequently associated being alone with feeling lonely, and nearly half of them perceived the motivational dimension, which distinguishes voluntary from involuntary self-aloneness.

TL;DR: This article examined differences in intrinsic motivation and perceived academic competence as well as in their association between 5th-and 6th-grade students with learning disabilities (LD) and their typically achieving peers.

TL;DR: A critical review of the research literature concerning the links between the teacher and children's loneliness can be found in this article, where the authors reviewed hypotheses and research data on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship from the viewpoint of attachment theory; (II) the teacher's attitude toward children' feelings of loneliness and his or her perceptions of his/her effectiveness in dealing with it; (III) the ability to identify lonely children; and (IV) the children's perceptions of the role of the

TL;DR: This paper examined the associations between loneliness and social dissatisfaction and teacher-identified behavioural risk during late childhood, and found that the strongest positive associations between social problems, withdrawn/depressed behaviour, and social problems were found between loneliness.