Loneliness and Life Satisfaction of Turkish University Students

The intent of this study was to examine the relationship between loneliness and life satisfaction. In this study, data was gathered by administering three instruments, namely, Revised UCLA Loneliness Scale (Russell, Peplau, and Cutrona, 1980) and the Satisfaction with Life Scale (Diener, Emmons, Larsen, and Griffin, 1985) and Demographic Information Form which was developed to collect personal information such as gender, age and grade. Data were obtained from 214 (96 male, 118 female) volunteer undergraduate university students from Middle East Technical University (METU) in Ankara. The mean age of the participants was 21 years ranging from 17 to 26 (SD = 1.91). In this study, statistical analysis included calculation of such descriptive statistics as proportions, means, standard deviations, and inferential statistics like independent samples t-test and MANOVA. Initial results of the study revealed that gender has an effect on loneliness and life satisfaction levels of the students. Thus, male students reported significantly less loneliness and significantly greater life satisfaction than female students. The data is still being analysed. The findings of the study will be discussed in the light of the current cultural context. Introduction Loneliness is an unlikable experience that occurs when a person’s network of social relationships is significantly deficient in either quality or quantity (Peplau, and Goldston, 1984). We all experience it from time to time, but some people live it day after day for years on end. It is emotionally depleting, interpersonally inhibiting, and psychologically regressing. When we are lonely, we feel unfilled and very much alone. Intimacy needs are not met and, if they are, they somehow remain fundamentally unsatisfying. It is important that mental health professionals have become acquainted with the condition of loneliness. For these reasons, loneliness has gained the attention of researchers throughout the last three decades. Adolescence is a period in which loneliness is a common phenomenon. University life is a transition period for students from high school to college in which loneliness is a common phenomenon because of moving from home, breaking social networks and attempting to develop new social networks. Much of the research indicates that loneliness is felt more intensively in adolescence and late adolescence rather than the other developmental stages of life (Brennan, 1982; Rubenstein and Shaver, 1982; Williams, 1983). Most of the adolescents who are isolated from their peers suffer from intense loneliness and accordingly demonstrate typical indications of loneliness (Bilgiç, 2000; Cheng and Furnhan, 2002;). Research also pointed out that loneliness is related to depression and low self esteem (Lau, Chan and Lau, 1999; Hudson, Elek and Grossman, 2000; Erim, 2001), loneliness is related to suicide as well (Brown, 1996) and negatively correlated with life satisfaction (Schumaker, Shea, Monfries and Marnat, 1992). Loneliness is probably experienced differently in various cultures. Thus, cultural comparisons could offer new insights into the social factors that contribute to feelings of loneliness and to perceived dissatisfaction with life. However, there is very little cross-cultural research regarding the association between loneliness and life satisfaction in Japanese, Australian, Italian, AngloCanadian and Chinese-Canadian populations (Schumaker et all., 1992; Goodwin, Cook and Yung, 2001). Even though studies have been made in Turkey for investigating the relationship between loneliness and several variables, such as age, sex, family education status etc. and assertiveness, depression and anxiety throughout the last two decades (Yaparel, 1984; Özodaşık, 1989; Demir, 1990; Eren, 1994; Buluş, 1996; Yaşar, 1999; Saraçoğlu, 2000; Tan, 2000), research on loneliness and life satisfaction are very limited in Turkish culture. In this light, the intent of this study was to make a contribution to the literature on different-cultural studies by examining the relationship between loneliness and life satisfaction among Turkish university students. Method Participants Data were obtained from 214 (96 male, 118 female) volunteer undergraduate university students from Middle East Technical University (METU) in Ankara. The mean age of the participants was 21 years ranging from 17 to 26 (SD = 1.91). Forty participants (18.7%) were freshmen, 36 (16.8%) were sophomores, 65 (30.4%) were juniors, 59 (27.6) were seniors, and 14 (6.5) were graduate students. Grade Total 1 2 3 4 Graduate Gender Male 18 20 29 23 6 96 Female 22 16 36 36 8 118 Total 40 36 65 59 14 214 Instruments Three instruments, Revised UCLA Loneliness Scale (Russell, Peplau, and Cutrona, 1980), The Satisfaction with Life Scale (Diener, Emmons, Larsen, and Griffin, 1985), and Demographic Information Form were used to collect data. Revised UCLA Loneliness Scale The University of California Los Angeles (UCLA) Loneliness Scale is a 20-item measure of loneliness, comprised with 10 positively sated items ( 1, 4, 5, 6, 8, 10, 15, 16, 19, 20 ) and 10 negatively stated items ( 2, 3, 7, 9, 11, 12, 13, 14, 17, 18) (Russell, Peplau, and Cutrona, 1980). These statements concern an individual’s satisfaction with his or her interpersonal relationships. Responses on a 4-point Likert-type scale are summed for a total score in which high scores indicate greater loneliness. The Turkish version of Loneliness scale was adapted by Demir (1989) and Yaparel (1984). Demir (1989) reported an internal consistency coefficient for the Turkish version of this scale to be . 96, and a test-retest (1 month interval) reliability coefficient to be . 94. The Satisfaction with Life The Satisfaction with Life Scale (SWLS) is a measure of life satisfaction developed by Ed Diener and colleagues (Diener, Emmons, Larsen and Griffin, 1985). Life satisfaction is one factor in the more general construct of subjective well being. The SWLS consists of 5-items that are completed by the individual whose life satisfaction is being measured. Each item is scored from 1 to 7 in terms of ‘‘strongly agree’’ to ‘‘strongly disagree. ’’ Items are summed for a total score, which ranges from 5 to 35, with higher scores reflecting more satisfaction with life. The Turkish version of The Satisfaction with Life Scale was adapted by Köker (1991). Köker (1991) reported an internal consistency coefficient for the Turkish version of this scale to be . 80, and a test-retest reliability coefficient to be . 85. In addition, 18 students (8.4%) were not satisfied, 52 (24.2) were rarely satisfied, 13 (6.1%) were sometimes satisfied, 83 (38.8) were mostly, 48 (22.4) were always satisfied with their relationships. Demographic Information Form A Demographic information form was used to obtain detailed information on basic demographics such as age, gender and relationship satisfaction. This form appeared on the first page of the instruments. Data analysis In this study, statistical analysis included calculation of such descriptive statistics as proportions, means, standard deviations, and inferential statistics like independent samples t-test, and MANOVA.