Investigation the Association of Low Academic Achievement with Student Loneliness

Abstract

Students with low levels of social interaction tend to be socially withdrawn and rarely engage with their peers. They also tend to be less active in participating in classroom learning activities. This condition often leads to feelings of loneliness, which may affect academic achievement. This study aims to examine the relationship between low academic achievement and students’ loneliness. This research employed a quantitative correlational design with a sample of 141 junior high school students. Data were collected using rating scales, namely a low academic achievement scale and a loneliness scale. Instrument validity was established through expert judgment and a pilot test involving 30 respondents. Cronbach’s alpha reliability coefficients were 0.867 for the low academic achievement scale and 0.912 for the loneliness scale. The data analysis methods used were correlation analysis and simple regression. The research results indicate that low academic achievement has a relationship with loneliness of 0.508 (p < 0.05). The findings demonstrate a significant association between low academic achievement and students’ loneliness, falling within the moderate correlation category. Meanwhile, the regression analysis showed that low academic achievement contributed an effective 25.8% to loneliness. The findings of this study highlight the importance of attention to students’ psychological well-being in the educational context. Efforts to improve academic achievement should not focus solely on instructional strategies but should also be accompanied by adequate social and emotional support involving school counselors, schools, and the broader social environment.