How loneliness and school connectedness associate with academic self-efficacy in upper secondary education: a longitudinal analysis - UTU Research Portal

A1 Refereed original research article in a scientific journal

How loneliness and school connectedness associate with academic self-efficacy in upper secondary education: a longitudinal analysis

Authors: Sani, Pirpa; Tuominen, Minna; Turunen, Tiina; Kilpi-Jakonen, Elina

Publisher: Springer Science and Business Media LLC

Publication year: 2026

Journal: Social Psychology of Education

Article number: 35

Volume: 29

ISSN: 1381-2890

eISSN: 1573-1928

DOI: https://doi.org/10.1007/s11218-026-10201-5

Publication's open availability at the time of reporting: Open Access

Publication channel's open availability : Partially Open Access publication channel

Web address : https://link.springer.com/article/10.1007/s11218-026-10201-5

Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/515976993

Self-archived copy's licence: CC BY

Self-archived copy's version: Publisher`s PDF

Abstract

Academic self-efficacy (ASE) is an established predictor of academic attainment. This longitudinal study investigates the development of ASE at the beginning of upper secondary education in Finland, focusing on the role of loneliness and school connectedness. Panel data from the first three semesters were analysed using individual-level fixed-effects regression. Results show a declining trend in ASE over time, an increase in loneliness negatively associated with ASE, and a decline in school connectedness that remains positively related to ASE, particularly among vocational students. The findings indicate that addressing loneliness and fostering school connectedness are critical during the transition to upper secondary education.

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Funding information in the publication:
Open Access funding provided by University of Turku (including Turku University Central Hospital). Writing this article was supported by the INVEST Flagship Research Center, funded under the flagship scheme of the Academy of Finland (decision number: 345546), and the present study is a part of the EDUCA Flagship funded by the Research Council of Finland (University of Jyväskylä #358924, University of Turku #358947) and the Ministry of Education and Culture (Doctoral school pilot #VN/3137/2024-OKM-4).