How loneliness and school connectedness associate with academic self-efficacy in upper secondary education: a longitudinal analysis
: Sani, Pirpa; Tuominen, Minna; Turunen, Tiina; Kilpi-Jakonen, Elina
Publisher: Springer Science and Business Media LLC
: 2026
Social Psychology of Education
: 35
: 29
: 1381-2890
: 1573-1928
DOI: https://doi.org/10.1007/s11218-026-10201-5
: https://link.springer.com/article/10.1007/s11218-026-10201-5
: https://research.utu.fi/converis/portal/detail/Publication/515976993
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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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).
