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Table 4 Influence of trusted others on the relation between loneliness (T1) and school wellbeing (T2)

From: A two-year perspective: who may ease the burden of girls’ loneliness in school?

 

Model 1 (a-e)¤

Model 2 (a-e)¤

Odds ratio (95% CI)

p-value

Odds ratio (95% CI)

p-value

a. Class advisor

    

Loneliness

0.48 (0.16 to 1.41)§

0. 181

0.52 (0.16 to 1.68)§

0. 272

Class advisor T1

1.99 (0.79 to 5.01)

0. 145

1.51 (0.60 to 3.79)

0. 382

Class advisor T2

  

3.68 (1.06 to 12.79)

0. 040

b. Other teachers

    

Loneliness

0.30 (0.10 to 0.88)

0. 029

0.35 (0.12 to 1.05)§

0.060

Other teachers T1

1.02 (0.46 to 2.25)

0. 963

1.10 (0.49 to 2.47)

0. 813

Other teachers T2

  

1.64 (0.67 to 3.99)

0. 279

c. Students

    

Loneliness

0.35 (0.12 to 0.97)

0.043

0.25 (0.06 to 0.96)

0. 043

Students T1

1.66 (0.72 to 3.83)

0.239

1.20 (0.45 to 3.16)

0. 720

Students T2

  

2.79 (0.78 to 9.95)

0. 115

d. Parents

    

Loneliness

0.26 (0.08 to 0.81)

0. 021

0.24 (0.07 to 0.78)

0. 017

Parents T1

0.54 (0.15 to 1.91)

0. 339

0.58 (0.17 to 2.03)

0. 396

Parents T2

  

0.74 (0.24 to 2.24)

0. 589

e. Other adults

    

Loneliness

0.50 (0.17 to 1.49)§

0. 212

0.38 (0.12 to 1.27)§

0.117

Other adults T1

1.13 (0.41 to 3.09)

0. 813

1.29 (0.46 to 3.61)

0. 629

Other adults T2

  

0.62 (0.25 to 1.55)

0. 307

  1. ¤adjusted for academic problems, victimisation, school wellbeing and grades (T1) in multivariable logistic regression models.
  2. §the influence of loneliness turns to be non-significant (p-value ≥ 0.05).
  3. Note: In Model 1 (a-e), the scores of each group of trusted others at T1 were included separately in Model 1a to Model 1e. In the right part of the table (Model 2 (a-e)), the scores of each group of the trusted others at T1 and T2 were included simultaneously.