Classification of loneliness using the T‐ILS

Is it as simple as it seems

Dados Bibliográficos

ID21391862
AutoresTine Nielsen (0000-0002-9087-729X, Department of Psychology University of Copenhagen Copenhagen Denmark, autor correspondente), Ida Sophie Friderichsen (University of Copenhagen), Signe Boe Rayce (0000-0002-1732-113X, The Danish Center for Social Science Research Copenhagen Denmark)
Ano2021
Volume62
Fascículo1
Páginas104-115
Data de publicação2021-02-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScandinavian Journal of Psychology (JOURNAL)
Identificadores do periódicoISSN: 0036-5564 • E-ISSN: 1467-9450
EditoraWiley (PUBLISHER • GB)
DOI10.1111/sjop.12697
PMID33320357
OpenAlexW3117648261
IdiomaEN
Citações recebidas4
Referências citadas53

Student well‐being is a growing issue in higher education, and assessment of the prevalence of conditions as loneliness is therefore important. In higher education and population surveys the Three‐Item Loneliness Scale (T‐ILS) is used increasingly. The T‐ILS is attractive for large multi‐subject surveys, as it consists of only three items (derived from the UCLA Loneliness Scale). Several ways of classifying persons as lonely based on T‐ILS scores exist: dichotomous and trichotomous classification schemes and use of sum scores with rising levels indicating more loneliness. The question remains whether T‐ILS scores are comparable across the different population groups where they are used or across groups of students in the higher education system. The aim was to investigate whether the T‐ILS suffers from differential item functioning (DIF) that might change the loneliness classification among higher education students, using a large sample just admitted to 22 different academy profession degree programs in Denmark (N = 3,757). DIF was tested relative to degree program, age groups and gender. The framework of graphical loglinear Rasch models was applied, as this allows for adjustment of sum scores for uniform DIF, and thus for assessment of whether DIF might change the classification. Two items showed DIF relative to degree program and gender, and adjusting for this DIF changed the classification for some subgroups. The consequences were negligible when using a dichotomous classification and larger when using a trichotomous classification. Therefore, trichotomous classification should be used with caution unless suitable adjustments for DIF are done prior to classification

Epistemology · Loneliness · Simple (philosophy) · Health and Wellbeing Research · Health disparities and outcomes · Health, psychology, and well-being · Psychology · Social Psychology