Affiliative and Communicative Personal Qualities and Loneliness of University Students

By Makarova, Oksana A.; Shagivaleeva, Guzaliya R. | Journal of Organizational Culture, Communications and Conflict, January 1, 2016 | Go to article overview

Affiliative and Communicative Personal Qualities and Loneliness of University Students


Makarova, Oksana A., Shagivaleeva, Guzaliya R., Journal of Organizational Culture, Communications and Conflict


INTRODUCTION

The aim of the provided work is to study affiliative and communicative personal qualities and loneliness among students. Loneliness of the first-year students is a serious problem. After acquiring the secondary general education, objective social situation of young men and women changes. The students will only be able to solve the problem of loneliness as well, if they can successfully complete a period of adaptation and survive the life situation.

People may also have a definite need to be alone. Certain time in the development of personality comes when a person needs to be alone with his/her experiences and thoughts. Studies show that if a person is not able to meet the loneliness demand, then this may lead to negative consequences in the future.

In this connection, the problem of experiencing loneliness in adolescence is far controversial. The studies of M.E. Seligman, F.Fromm-Reichman, J.I. Young (Seligman M.E.P., Abramson L.Y.& Semmel A., 1979, p. 242; Fromm-Reihmann F., 1959, p. 1; Young J.I., 1989, p. 552) demonstrate complex content of the loneliness phenomenon, where the focus is on its causes, associated with both typical situations of life and character of the personality. The H. Jones study results show that lonely people exhibit little interest to their partners, they more likely to change the subject of conversation, and they tend to a stronger sense of self-esteem (Jones H. Loneliness and social behavior , 1982, p. 238). In his works, D.P. Flanders argues that loneliness may be a feedback mechanism that exists in the society and allows it or a single individual to maintain a certain (optimal) level of social contacts (Flanders J.P., 1982, p. 166).

D.Perlman and L.A. Peplau distinguish, in their works, eight approaches to the problem of loneliness: systematic, interactional, cognitive, sociological, intimate, phenomenological, psychoanalytic and existential (Perlman D., Peplau L.A., 1981, p. 228). P.Leiderman made the most comprehensive review of the problem investigation from the psychodynamic and psychoanalytic standpoint (Leiderman P.H., 1980, p. 377).

As noted by S.G. Korchagina, the loneliness phenomenon stands out in its ambiguity in terms of scientific determination and personal reflection (Korchagina S.G., 2008, 228 p ). This is a complex phenomenon, which leads to various experiences associated with relationship of a person with the reality located around him/her. T.R. Rashidova believes in her study that loneliness does not bear only a negative charge, which leads to destruction of the internal consensus (Rashidova T.R., 2012, 155 p). So, loneliness can not be reduced to the mental condition only with the negative modality of experiences.

Scientists analyzed it just in relation to the youthful age and paid, in this analysis, much attention to its results in the process of formation of a personality, as well as psychological and social reasons, which cause a feeling of loneliness.

When diagnosing personal characteristics, experts and teachers can identify an individual predisposition to loneliness, which allows working on its prevention. The main part of the work program of teachers and specialists with the students are special exercises aimed at establishing mutual understanding and constructive interpersonal relationships necessary to overcome loneliness (Bildanova V.R., Shagivaleeva G.R., 2014, p.19).

METHODS

The questionnaire consisted of two blocks. In order to identify the levels of loneliness, three questions were included in the first block. Questions were formulated as follows: 1) "Do you usually spend a lot of time among people?"; 2) "Do you have people in your environment, with whom you feel relaxed, and with whom you want to be together as much as possible?"; 3) "Do you have close friends who always understand you and to whom you can always come and share your experiences?" (Shagivaleeva G.R., 2003, 169 p.).

Three positive responses were considered as the minimum level of loneliness, and three negative - the maximum one. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Affiliative and Communicative Personal Qualities and Loneliness of University Students
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.