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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.