Introduction

loneliness is a complex emotion that can be difficult to describe. It is a

feeling of discomfort or uneasiness that arises from being alone or
perceiving oneself to be alone. Loneliness can be temporary or long term,
and it can be caused by various factors, some of which are positive, such
as learning to spend time on your own, and some of which are negative,
such as loss of a loved one. Loneliness can lead to mental health problems
such as depression and anxiety. Despite wanting social connections,
loneliness is often marked by feelings of isolation and is perceived as an
involuntary separation, rejection, or abandonment by other people .
Loneliness can be experienced by anyone, regardless of age, gender, or
social status. It is a universal human experience that can be triggered by
a variety of situations, such as moving to a new city, starting a new job, or
experiencing a breakup.

loneliness can manifest itself in a variety of physical symptoms. some of

the common physical symptoms of loneliness include:

 Headaches
 Feeling ill
 Pains
 Fatigue
 Sleep problems
 Lack of motivation

Loneliness is a complex emotion that can be difficult to describe. It is a

feeling of discomfort or uneasiness that arises from being alone or
perceiving oneself to be alone. Loneliness can be temporary or long term,
and it can be caused by various factors, some of which are positive, such
as learning to spend time on your own, and some of which are negative,
such as loss of a loved one. Loneliness can lead to mental health problems
such as depression and anxiety. Despite wanting social connections,
loneliness is often marked by feelings of isolation and is perceived as an
involuntary separation, rejection, or abandonment by other people .
Loneliness can be experienced by anyone, regardless of age, gender, or
social status. It is a universal human experience that can be triggered by
a variety of situations, such as moving to a new city, starting a new job, or
experiencing a breakup. Loneliness can also be a symptom of underlying
mental health conditions, such as depression or anxiety.
It is important to recognize the signs of loneliness and take steps to
address it. Some strategies for coping with loneliness include reaching out
to friends and family, joining social groups or clubs, volunteering, and
seeking professional help if necessary. By taking proactive steps to
 address loneliness, individuals can improve their mental health and
overall well-being.
Loneliness is a complex emotion that has been studied by psychologists
and sociologists for many years. some of the theoretical frameworks of
loneliness include:

1. The need to belong: This meta-theory explains the interplay between

loneliness and social settings.
2. Thwarted belonging leading to loneliness: This theory has a long and
rich history and is presented in the literature review on loneliness.
3. Emotional basis of loneliness: This theory focuses on the emotional
aspects of loneliness.
4. Attachment theory: This theory explains how early attachment
experiences can influence adult relationships and loneliness.
5. Systems theory: This theory explains how loneliness can be influenced
by the social systems in which people are embedded.
6. Applied intervention: This theory focuses on how to intervene to reduce
loneliness.

Review OF literature ..

Berezena .Z & Ulyysheva.N(2023) to study the psychological characteristics of

the adaptation of a person experiencing loneliness to the study conditions at a
university. he total number of respondents who took part in the study was 290 first-
year students of pedagogical specialties of full-time education. The following
methods were used in the study: "Methodology for diagnosing socio-psychological
adaptation" by K. Rogers and R. Diamond, "Diagnosis of experiencing loneliness" by
E.E. Rogovoy, methods of mathematical data processing Correlation criterion r-
Spearman. As a result of the study, data were obtained indicating that there is a
statistically proven relationship between the loneliness experienced by a person and
the characteristics of adaptation to the study conditions at a university. T

Sakarya,U & Bilimer,U(2021) aimed to examine the mediating effect of social

media addiction on the relationship between leisure boredom and
loneliness. A total of 330 high school students in Istanbul, 212 male
(64.2%) and 118 female (35.8%), participated in the study voluntarily. The
convenience sampling method, which is one of the random sampling
methods, was used in the sample selection and the face-to-face survey
technique was preferred. In the analysis of the obtained data, descriptive
statistics via the SPSS package program, Pearson Correlation, and
regression analysis of the indirect impact approach based on the
Bootstrap method via PROCESS v3.5 macro were performed. As a result, it
was observed that leisure boredom had statistically significant effects on
social media addiction and loneliness, and social media addiction on
loneliness.
Tomas,I ,Carrascosa,L et.al(2020) The objectives of this study were to analyze
the prevalence of CDV victimization according to frequency (occasional and
frequent) and type (cyber control and cyber-aggression) and to explore their relations
with loneliness, depressive mood and cyberbullying victimization. A total of 604
adolescents (M age = 14.32, SD = 1.67) who had a dating relationship at the time or
in the past 12 months, participated in this study. The results showed a higher
prevalence for cyber-control than cyber-aggression victimization, and positive
correlations of CDV victimization with depressive mood and cyberbullying
victimization in boys and girls. results highlight close relations between cyberbullying
and CDV in adolescents, being necessary to pay greater attention to possible
experiences of poly-victimization, and a worse psychosocial adjustment in frequently
victimized girls than boys. These findings may be useful for developing more
effective intervention programs

Ingrid,M. Van,D et.al(2020) The aim of this study was to determine both the
reasons for loneliness of supervisors, which they feel in their individual
and organizational activities in their own sub-systems and other sub-
systems, and their ways to cope with loneliness. During the data collection
process, twelve supervisors working at management positions (as a
chairman or vice chairman) or at supervision office of Antalya Provincial
Directorate of National Education were interviewed through semi-
structured interview form and the data were analyzed by content analysis
method. According to the results of the research, supervisors perceived
loneliness as being alone in the social relations and they related the
reasons of loneliness in the institution with the nature of the work,
institutional and personal values and working conditions.

Muyan,Y ,Sancak,A .et.al(2019) The main aim of the present study was to
examine how well child abuse and gender could predict the loneliness of university
students. There were 549 university students (189 male and 360 female) from
Atatürk University who voluntarily participated in the research. The participants were
selected through convenience sampling method. UCLA Loneliness Scale and The
Scale of Child Abuse in the Family and demographic information form were utilized
in paper-pencil format to the participants. The results suggested that there was a
significant relationship between loneliness, child abuse, and gender. Besides, a
statistically significant difference among male and female participants was found for
loneliness after an independent samples t-test analysis.

Gilmore,L.Campbell,A et.al(2019) The aim of this study was to investigate

differences in usage of online communication patterns between children and
adolescents with and without self-reported loneliness and social anxiety. Six hundred
twenty-six students ages 10 to 16 years completed a survey on the amount of time
they spent communicating online, the topics they discussed, the partners they
engaged with, and their purposes for communicating over the Internet. Participants
were administered a shortened version of the UCLA Loneliness Scale and an
abbreviated subscale of the Social Anxiety Scale for Adolescents (SAS-A). Findings
revealed that children and adolescents who self-reported being lonely communicated
online significantly more frequently about personal and intimate topics than did those
who did not self-report being lonely.
Coplan, R & Barker, J.(2018) The aim of this study is to identify whether there is a semantic
relation between the teacher opinions on emotional labour and loneliness in the workplace
or not. The target population of this study which was carried in relational screening model
was formed by 449 teachers who work in Bolu central district secondary schools. In the
analysis of datas, average, standard deviation and Sperman Rho correlation analysis were
done. According to the research, in total and in all lower dimensions (automatic emotional
regulation, emotional deviation and deep acting), the teacher opinions on emotional labour
are at the level of “partly identifying”. The teacher opinions on loneliness in the workplace
are at the level of “mildly suitable” in total, “not suitable” in the emotional deprivation
dimension, “suitable” in the social friendship dimension. In the teacher opinions on
emotional labour and loneliness in the workplace positive and negative relationships in low
level came to light. It was identified that there is a positive low level relation between total
emotional labour and social friendship dimension of loneliness in the workplace, a positive
low level relation between deep acting dimension and emotional deprivation and social
friendship dimensions, a positive relation between automatic emotional regulation
dimension and social friendship dimension, a negative low level relation with emotional
deprivation.

Cacioppo,J.Chen,et.al(2017)examined Loneliness which has been posited to increase

the motivation to repair or replace deficient social relationships and, seemingly
paradoxically, to increase the implicit motivation for self-preservation. In the current
research, a cross-lagged panel analysis of 10 waves of longitudinal data (N = 229)
on loneliness and self-centeredness (as gauged by Feeney and Collins’s measure of
chronic self-focus) in a representative sample of middle-aged and older adults. As
predicted by the proposition that loneliness increases the implicit motivation for self-
preservation, loneliness in the current year predicts self-centeredness in the
subsequent year beyond what is explained by current-year demographic variables,
self-centeredness, depressive symptomatology, and overall negative mood.
Analyses also show that self-centeredness in the current year (net covariates)
predicts loneliness in the subsequent year, a reciprocal relationship that could
potentially contribute to the maintenance of loneliness.

Cavanaugh & Buehler, C (2015) tested whether cumulative support (i.e., parental,
interparental, peer, and teacher) was associated with decreases in youths’ loneliness
and social anxiety during early adolescence. The unique associations of support
sources and moderating effects of youth gender also were examined. Participants
included 416 youth in sixth grade at the beginning of the study (mean age =
11.86, SD = .69; 91% European American). Cumulative support during sixth grade
was associated with decreased loneliness and social anxiety across early
adolescence, and it was found that the association with decreased social anxiety
was stronger for boys than girls. Parental and peer support were uniquely associated
with decreased loneliness and social anxiety, respectively.

Asher,S. Paquette,J.et.al(2014) Research indicates that children have a

fundamental understanding of what it means to be lonely, and that loneliness can be
reliably measured in children. Most of the research on loneliness in children has
focused on the contributions of children's peer relations to their feelings of well-being
at school. Loneliness in children is influenced by how well accepted they are by
peers, whether they are overtly victimized, whether they have friends, and the
durability and quality of their best friendships. Findings from this emerging area of
research provide a differentiated picture of how children's peer experiences come to
influence their emotional well-being.

Strokes,J, Allison,P.et.al(2016) examined dyadic reports of marital quality and

loneliness over a two-year period among 932 older married couples resident in
Ireland. Data from the first two waves of The Irish Longitudinal Study on Ageing
(2009–2013) were analyzed to determine whether husbands’ and wives’ marital
quality and loneliness at baseline predicted both spouses’ loneliness 2 years later.
Two-wave lagged models tested the cognitive perspective on loneliness, the
induction hypothesis, and actor–partner interdependence. Results indicated that
perceptions of negative marital quality at baseline were related with greater
loneliness 2 years later, supporting the cognitive perspective. Further, both spouses’
reports of loneliness at baseline were related with loneliness 2 years later,
supporting the induction hypothesis. Partners’ reports of marital quality were not
related with future loneliness, failing to support actor–partner interdependence.

Almeida,A. K., & Maia, E.(2014) aimed to investigate the feeling of loneliness in
elderly women, and the role of social support networks as they experience this
phase of their life cycle. It counted with the participation of five women aged on
average 71.2 years old, living in a city in the state of Minas Gerais. This is a
collective case, qualitative and cross-sectional study. A sociodemographic
questionnaire, a semi-structured interview and the Convoy of Social Support were
used. Their social support network was basically composed of relatives, friends,
neighbors and religious groups. As for loneliness, the elderly women considered this
feeling - negative to them - as different from the experience of being alone, which
represented an enriching and encouraging moment for them to be in contact with
their own individuality and to perform pleasant activities without the presence of
other people. They reported that they did not feel loneliness at this phase of their
lives, but affirmed that such feeling may grow stronger with age.

Tabancali,E(2016)conducted a study to determine the

relationship between the job satisfaction of the teachers working in the
primary schools and their loneliness at work. The
participants of the study consist of 369 teachers teaching in elementary
schools in Istanbul. The correlations between the dimensions of loneliness
at
work and job satisfaction was determined with simple linear correlation
test.
And the prediction level of emotional deprivation and social
companionship to
intrinsic job satisfaction and extrinsic job satisfaction were determined
with
multiple linear regression test. The results of
the study have indicated that there was significant and negative
correlation
between dimensions of loneliness at work and job satisfaction of teachers.

Albo,J.Lombus,A.et.al(2015) conducted study to analyze the mediating

role of relatedness between emotional repair and loneliness in high
school students. The sample included 703 students attending five
different schools. Results of a simple mediation analysis seemed to
support the mediating role of relatedness. However, since the interaction
between emotional repair and relatedness was significant, a moderated
mediation was conducted, which showed that the proposed mediation
was dependent on the levels on repair and relatedness. These and other
results point to a more complex relation between emotional repair,
relatedness, and loneliness than initially expected.

Rodriguez,M,Silva,Y.et.al(2015) examined the relationship of loneliness with

personality types. Participants were 1319 Spanish adolescents (53% women). Several scales
to evaluate loneliness, school adaptation, and personality were applied. From a person-
centered approach, with the Eysenck´ Junior Personality Questionnaire (EPQ-J), three types
were identified (resilient, overcontrolled and undercontrolled) using cluster analysis.
ANOVAs showed significant differences between the groups, being the overcontrolled group
highest in loneliness. Resilient individuals had the best profile of school adaptation and
higher academic performance. Because the overcontrolled group is particularly vulnerable
to the perceived loneliness, these adolescents might be considered a priority for early
professional intervention. Key words: Loneliness, personality types, adolescents, personality