Seeking Sol-AS: Conceptualization, Assessment, and Implications of Aloneliness in Adolescence

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Integrative Statement

Loneliness has been construed as a dissatisfaction with the amount of time one spends with others (Asher & Paquette, 2003). In this study, we conceptualized a new construct, labeled aloneliness, which refers to a dissatisfaction with the amount of time spent alone. Thus, whereas loneliness may arise if the need to belong (Baumeister & Leary, 1995) is not being met, aloneliness would be the hypothesized outcome of a failure to meet the need for solitude (Buchholtz, 1999). It is particularly important to examine the potential implications of not spending “enough” time alone in adolescence, when solitude increasingly emerges as a domain for positive development (Goossens, 2014; Larson, 1990). Accordingly, in this study we sought to establish psychometric properties and construct validity for a recently developed measure of aloneliness. We also tested a conceptual model wherein aloneliness was hypothesized to account for (i.e., mediate) relations between preference for solitude and affect.

Participants were N=429 adolescents (30% boys; 70% girls) aged 15-19 years (M=16.14, SD=.50) recruited from public high schools in Ottawa, Canada. Self-report questionnaires were completed online in the classroom. Aloneliness was assessed using the Solitude and Aloneliness Scale (Sol-AS; developed by Coplan et al. 2018 for use with undergraduates). Results from factor analysis indicated that all items loaded on a single factor (α = .86). Additional measures assessed: (1) time spent alone during the last week (Coplan et al., 2018); (2) preference for solitude (Burger 1995); (3) shyness (Cheek & Buss, 1981); (4) intentions to spend time alone (Lee, 2014); and (5) positive/negative affect (Watson et al., 1988).

To assess the construct validity of the Sol-AS, four groups were created (based on median splits), conceptualized as: (1) prefer solitude/dissatisfied (n=69; higher preference for solitude, less time alone); (2) socially-oriented/dissatisfied (n=96; lower preference for solitude, more time alone); (3) prefer solitude/satisfied (n=135; higher preference for solitude, more time alone); and (4) socially-oriented/satisfied (n = 114; lower preference for solitude, less time alone). Results from an ANOVA (aloneliness as dependent variable) indicated a significant main effect of Group, F(3,412)=46.90, p<.001. As predicted, the prefer solitude/dissatisfied group reported significantly higher aloneliness than all other groups (see Figure 1).

Aloneliness was also significantly and positively associated with preference for solitude, shyness, intentions to spend time alone, and negative affect, but not significantly associated with positive affect and time spent alone. Additional analyses tested a conceptual model that included both shyness and preference for solitude as independent variables, negative affect as the dependent variable, and aloneliness was tested as a mediator. As displayed in Figure 2, aloneliness significantly mediated the association between solitude enjoyment and negative affect (β=.09, SE=.03, p<.05, 95% CI [.03, .16] (but not between shyness and negative affect).

Overall, these findings suggest that aloneliness can be measured reliability and validly in high school students. Moreover, there is initial evidence to suggest that dissatisfaction with time alone may represent a useful new construct in helping to explain previously reported associations between preference for solitude and negative outcomes.

Authors

• Robert J Coplan, Carleton University
  Presenting Author

• Will E Hipson, Carleton University
  Non-Presenting Author

• Katherine R. Wood, Carleton University
  Non-Presenting Author

• Danielle Baldwin, Carleton University
  Non-Presenting Author

• Lori K. Watanabe, Carleton University
  Non-Presenting Author