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There are many definitions of social isolation which draw on structural indicators (e.g. living alone), functional indicators (e.g. social support) or both. This makes comparing prevalence rates across studies difficult and provides little guidance for practitioners and service providers to identify and target socially isolated clients. The purpose of the present study was to compare, within one large population-based data-set of Canadians aged 45–85, single-item and composite indicators of social isolation, by total sample and by socio-demographics (age, sex) and health. Data were from the Canadian Longitudinal Study on Aging (CLSA) which assessed features of social network, social support and social participation. Two composite scales were created to compare prevalence rates based on structural only or both structural and functional indicators. Results indicated overall low prevalence rates of social isolation, regardless of the measure used. A composite scale using only structural features identified 5.8 per cent socially isolated adults aged 45–85. This compared with a structural and functional scale that identified 9.8 per cent socially isolated adults. The composite measures showed less variation across socio-demographics than single-item measures. Results shed light on different ways in which social isolation can be defined and how single-item and composite definitions impact our understanding of identifying socially isolated adults in a given population. Results add to discussion of measures that can be used by researchers, services providers and practitioners. [ABSTRACT FROM AUTHOR]

Background: Although a large body of research has focused on social isolation and loneliness, few studies have examined social isolation and loneliness together. The objectives of this study were to examine: 1) the relationship between four groups derived from combining social isolation and loneliness (socially isolated and lonely; only socially isolated; only lonely; neither socially isolated nor lonely) and the desire for more social participation, and social support; and 2) the relationship between the four groups and psychological distress. Methods: The study was based on the Comprehensive Cohort of the Canadian Longitudinal Study on Aging. Using CLSA baseline data (unweighted N = 30,079), ordinary and logistic regression analysis was used to examine the cross-sectional relationship between the four social isolation/loneliness groups and desire for more social participation and four types of social support (tangible, positive interaction, affection, and emotional support). Prospective logistic regression analysis was possible for psychological distress, which was derived from the Maintaining Contact Questionnaire administered about 18 months after the baseline questionnaire (unweighted N = 28,789). Results: Findings indicate that being socially isolated and lonely was associated with the most social support gaps; this group also had an increased likelihood of psychological distress, relative to those who were neither socially isolated nor lonely. Participants who were only socially isolated, and those only lonely also perceived some social support gaps. In addition, the only lonely group was more likely to be psychologically distressed than the only socially isolated group and the neither isolated nor lonely group. Conclusion: Examining the four social isolation/loneliness was useful, as it provided more nuanced risk profiles than would have been possible had we examined social isolation and loneliness separately. Findings may suggest avenues for interventions tailored to the unique needs of at-risk individuals. [ABSTRACT FROM AUTHOR]

Background: A large body of research shows that social isolation and loneliness have detrimental health consequences. Identifying individuals at risk of social isolation or loneliness is, therefore, important. The objective of this study was to examine personal (e.g., sex, income) and geographic (rural/urban and sociodemographic) factors and their association with social isolation and loneliness in a national sample of Canadians aged 45 to 85 years. Methods: The study involved cross-sectional analyses of baseline data from the Canadian Longitudinal Study on Aging that were linked to 2016 census data at the Forward Sortation Area (FSA) level. Multilevel logistic regression analyses were conducted to examine the association between personal factors and geographic factors and social isolation and loneliness for the total sample, and women and men, respectively. Results: The prevalence of social isolation and loneliness was 5.1% and 10.2%, respectively, but varied substantially across personal characteristics. Personal characteristics (age, sex, education, income, functional impairment, chronic diseases) were significantly related to both social isolation and loneliness, although some differences emerged in the direction of the relationships for the two measures. Associations also differed somewhat for women versus men. Associations between some geographic factors emerged for social isolation, but not loneliness. Living in an urban core was related to increased odds of social isolation, an effect that was no longer significant when FSA-level factors were controlled for. FSAs with a higher percentage of 65+ year old residents with low income were consistently associated with higher odds of social isolation. Conclusion: The findings indicate that socially isolated individuals are, to some extent, clustered into areas with a high proportion of low-income older adults, suggesting that support and resources could be targeted at these areas. For loneliness, the focus may be less on where people live, but rather on personal characteristics that place individuals at risk. [ABSTRACT FROM AUTHOR]

Affect and emotions are frequently seen as outcomes of mastery and performance goals, but affective experiences may also predict goal adoption. In a predictive study (N = 669 first-year college students), the authors used structural equation modeling to estimate relationships from 2 initial affective experiences to mastery and performance-approach goals, from goals to discrete emotions, and from discrete emotions to final grades in a university course while controlling for prior achievement. Representing initial affective experiences, hopefulness positively predicted mastery and performance goals, whereas helplessness negatively predicted mastery goals. Mastery goals positively predicted enjoyment, which in turn positively predicted achievement, and negatively predicted boredom, which in turn negatively predicted achievement. Anxiety was negatively predicted by mastery goals, positively predicted by performance goals, and exerted a negative predictive influence on achievement. The findings suggest that predictive relationships between goals and achievement are mediated by students' emotions. Results are discussed with regard to the importance of affect and emotions for achievement goal theory. [ABSTRACT FROM AUTHOR]

Abstract: Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels. [Copyright &y& Elsevier]