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1
Confirmatory Factor Analysis of the
Loneliness and Social Dissatisfaction Scale
(LSDS) Kimberly A. Wisotzke, B.A., Allison
Myers, B.A., Cassandra Marsello, M.S. Craig D.
Marker, Ph.D.
Nova Southeastern University, Davie, FL50
OPTIONALLOGO HERE
Abstract
Results
This study conducted a confirmatory factor
analysis of the Loneliness and Social
Dissatisfaction Scale (LSDS). The LSDS is a
24-item self-report measure that was developed
for the assessment of loneliness and social
dissatisfaction in children. The sample comes
from the NICHD Study of Early Child Care (SECC).
This large-scale longitudinal study had a sample
size of over 1100 children. The confirmatory
factor analyses were used to test multiple models
as suggested by the literature. Previous
exploratory factor analysis indicated that a one
or two-factor model might be the most appropriate
for the chosen sample of 998 children. Results
of current analysis indicate that a two-factor
model fits the data, which challenges prior
research. Further analyses was also used to
investigate the factorial invariance of this
measure across time. That is, does this measure
have similar factor structure in first grade as
it does when the children completed the measure
as third and fifth graders. Future research will
also examine if different self-identified races
in this sample have similar factor structures.
Table 4. Means of factors did demonstrate
variance across grades. Results indicated that
children reported less social dissatisfaction in
third and fifth grade than in first grade but
more loneliness in third and fifth grade than in
first grade.
Discussion

• Research has shown inconsistent results regarding
  the most appropriate factorial structure for the
  LSDS across various ages and ethnic groups.
• Results indicate that the two-factor model was a
  better model fit than the one-factor model for
  our sample, which challenges prior research with
  similar populations.
• This analysis provided interesting results
  regarding variance across time with children
  reporting less social dissatisfaction in third
  and fifth grade as compared to first grade but
  more loneliness. This may indicate an increase
  in social contact but not the development of
  close friendships. These results might also be
  related to the amount of time children play with
  their peers (rather than their parents) increases
  as they get older.
• It is important for clinicians to be able to
  distinguish the underlying issue when a child
  reports loneliness, since loneliness can result
  from both rejection from peers and/or from
  overall shyness (Coplan, Closson, Arbeau,
  2007).
• Use of the two-factor model, provides the
  clinician with more information regarding the
  source of the problem, helps to target
  intervention areas, and guides intervention
  strategies.
• Given the serious implications of loneliness in
  childhood, it is important to utilize
  psychometrically sound measures that are able to
  accurately recognize those who may be at risk.
  When used with other assessments, such as the
  Childrens Depression Inventory (Kovacs, 2003),
  the Multidimensional Anxiety Scale for Children
  (March, 1997), and the Child Behavior Checklist
  (Achenbach, 1991), the LSDS may help increase the
  incremental validity of an assessment battery
  given to children.

Introduction

• Loneliness in children is often associated with
  both internalizing and externalizing disorders
  and may be an important marker for future anxiety
  disorders (Crick Ladd, 1993).
• Previous research examining the factorial
  structure of the LSDS has found a one-factor
  model in a sample of 200 predominantly Caucasian
  third through sixth graders (Asher Wheeler,
  1985), in a sample of 452 predominantly Caucasian
  kindergarten and first graders (Cassidy Asher,
  1992) and in a sample of 522 third through sixth
  graders (Asher, Hymel, Renshaw, 1984). A
  two-factor model was found with a sample of 186
  Hispanic and African-American fifth and sixth
  graders (Bagner, Storch Roberti, 2004).
• ? For the purpose of the present analyses, a
  confirmatory factor analysis was used to indicate
  what model was most appropriate for this sample
  of 998 children.

Method
Participants Data was analyzed from a past
study of the NICHD Study of Early Child Care
(SECC). The overall goal of the SECC was to
examine the influence of variations in child-care
histories on their psychological development
throughout their childhood years. Participants
included a diverse sample of children and their
families from ten locations across the United
States. Data collection began in 1991 when
participating children were only one month old
and continued until the age of 15. This
large-scale longitudinal study was divided into
four phases by age group. The present
study looked at Phase II and Phase III of the
longitudinal study and analyzed a sample size of
998 families from Caucasian (77), African
American (12), Hispanic (4), and Other (6)
backgrounds, who had children in the first grade
and then later in third and fifth grade, who
completed the Loneliness and Social
Dissatisfaction Scale. Researchers obtained
approval from Nova Southeastern Universitys
Institutional Review Board to analyze the
archival data. Materials Loneliness and
Social Dissatisfaction Scale (LSDS) (Asher,
Hymel, Renshaw, 1984) The LSDS is a 24-item (8
filler items) questionnaire the measures
peer-related loneliness which was modified in the
NICHD study to an interview format for first
graders and then a questionnaire format for third
and fifth graders. Research on the psychometric
properties of the Loneliness and Social
Dissatisfaction scale revealed excellent internal
consistency with a Cronbachs alpha of .90
(Asher, Hymel, Renshaw, 1984). First grade
participants indicated whether the statements
were true on a 3-point scale (1No, 2Sometimes,
3Yes). Third and fifth grade participants
indicated whether the statements were true on a
5-point scale (1Not at all true to 5Always
true). The main focus of the items is on
childrens feelings of loneliness, social
adequacy versus inadequacy, subjective
estimations of peer status, and appraisal of
whether important relationships are being
developed. The filler items assess childs
hobbies and activity preferences, and as such,
were omitted from our analyses.
Figure 1. CFA Two-Factor Model
Selected References
Achenbach, T. M. (1991). Manual for the Child
Behavior Checklist/4-18 and 1991 Profile.
Burlington, VT University of Vermont, Department
of Psychiatry. Asher, S. R., Hymel, S.,
Renshaw, P. D. (1984). Loneliness in children.
Child Development 55, 1456-1464. Asher, S.
R., Wheeler, V. A. (1985). Childrens
loneliness A comparison of rejected and
neglected peer status. Journal of Consulting and
Clinical Psychology, 53(4), 500-505. Bagner, D.
M., Storch, E. A., Roberti, J. W. (2004). A
factor analytic study of the Loneliness
and Social Dissatisfaction Scale in a sample of
African-American and Hispanic-American
children. Child Psychiatry and Human Development,
34(3), 237-249. Cassidy, J., Asher, S. (1992).
Loneliness and peer relations in young children.
Child Development, 63, 350-365. Coplan, R.
J., Closson, L. M., Arbeau, K. A. (2007).
Gender differences in the behavioral
associates of loneliness and social
dissatisfaction in kindergarten. Journal of
Child Psychology and Psychiatry, 48(10),
988-995. Crick, N. R., Ladd, G. W. (1993).
Childrens perceptions of their peer experiences

Attributions, loneliness, social anxiety, and
social avoidance. Developmental Psychology,
29, 244-254. Kovacs, M. (2003). Childrens
Depression Inventory Technical manual. North
Tonawanda, NY Multi-Health System,
Inc. March, J. S. (1997). Manual for the
Multidimensional Anxiety Scale for Children
(MASC). Toronto, Canada Multi-Health
Systems.
Statistical Procedure
Figure 1, Table 1, Table 2, Table 3. Results
indicate that a two-factor model is a better fit
for this sample. The two-factor model indicates
that the dimensions of loneliness and social
satisfaction are extremely correlated but
represent two distinct constructs.
To examine the factor analytic structure of the
LSDS in the current sample, a confirmatory factor
analysis (CFA) was performed using Mplus software
(Muthen Muthen, 2004). The Chi- Square
goodness-of-fit statistic and root mean square
error of approximation (RMSEA) were use to
evaluate model fit.
2
Exploratory Factor Analysis of the
Loneliness and Social Dissatisfaction Scale
(LSDS) Kimberly A. Wisotzke, B.A., Allison
Myers, B.A., Cassandra Marsello, M.S. Craig D.
Marker, Ph.D.
Nova Southeastern University, Davie, FL
OPTIONALLOGO HERE
Abstract
Abstract
This study conducted an exploratory factor
analysis of the Loneliness and Social
Dissatisfaction Scale (LSDS). The LSDS is a
24-item self-report measure that was developed
for the assessment of loneliness and social
dissatisfaction in children. The sample comes
from the NICHD Study of Early Child Care (SECC).
This large-scale longitudinal study had a sample
size of over 1100 children who were in the first
grade and then later in the third grade and fifth
grade. Exploratory factor analysis indicated that
a two or four-factor model might be the most
appropriate for the chosen sample of 998 first
graders. Initial results indicate that a
four-factor model fits the data best, which
challenges prior research. Further analyses will
also be used to investigate the factorial
invariance of this measure across time. That is,
does this measure have similar factor structure
in first graders as it does in third and fifth
graders, as well as do the different
self-identified races in this sample have similar
factor structures.
Figure 3. Four-Factor Model
Table 3, Figure 3. In the four-factor model, all
items except question 16 loaded on either
the Social Acceptance, Loneliness, Social Support
and Barriers to Friendship factors.
Additionally question one loaded on both the
Social Support and Barriers to Friendship factors
but since it loaded higher on the Social Support
factor it was indicated as such in Figure 3.
Question 22 was inadvertently excluded from the
analysis.
Figure 1. Scree plot indicated that a four-factor
model may be appropriate.
Introduction

• Loneliness in children is often associated with
  both internalizing and externalizing disorders
  and may be an important marker for future anxiety
  disorders (Crick Ladd, 1993).
• ? Previous research examining the factorial
  structure of the LSDS has found a one-factor
  model with a sample of 200 predominantly
  Caucasian third through sixth graders (Asher
  Wheeler, 1985) and a two-factor model with a
  sample of 186 Hispanic and African-American fifth
  and sixth graders (Bagner, Storch Roberti,
  2004).
• ? It is unclear in the literature whether the
  one and two-factor models provide the clinician
  with as much information as possible regarding
  the childs loneliness symptoms.
• ? For the purpose of the present analyses, an
  exploratory factor analysis was used to indicate
  what model was most appropriate for this sample
  of 998 first graders.

Discussion

• Research has shown inconsistent results regarding
  the most appropriate factorial structure for the
  LSDS across various ages and ethnic groups.
• Whereas the two-factor model only highlights
  loneliness and social satisfaction, the
  four-factor model delineates the following
  factors Social Acceptance, Loneliness, Social
  Support and Barriers to Friendship. Results
  indicate that the four-factor model was the best
  fit for our sample, which challenges prior
  research data.
• Given the serious implications of loneliness in
  childhood, it is important to utilize measures
  that are able to accurately recognize those who
  may be at risk.
• It is important for clinicians to be able to
  distinguish the underlying issue when a child
  reports loneliness, since loneliness can result
  from both rejection from peers and/or from
  overall shyness (Coplan, Closson, Arbeau,
  2007).
• Use of the four-factor model, provides the
  clinician with more information regarding the
  source of the problem, helps to target
  intervention areas, and guides intervention
  strategies.
• ? When used with other assessments, such as the
  Childrens Depression Inventory (Kovacs, 2003),
  the Multidimensional Anxiety Scale for Children
  (March, 1997), and the Child Behavior Checklist
  (Achenbach, 1991), the LSDS may help increase the
  incremental validity of an assessment battery
  given to children.

Method
Participants Data was analyzed from a past
study of the NICHD Study of Early Child Care
(SECC). The overall goal of the SECC was to
examine the influence of variations in child-care
histories on their psychological development
throughout their childhood years. Participants
included a diverse sample of children and their
families from ten locations across the United
States. Data collection began in 1991 when
participating children were only one month old
and continued until the age of 15. This
large-scale longitudinal study was divided into
four phases by age group. The present
study looked at Phase III of the longitudinal
study and analyzed a sample size of 998 families
from Caucasian (77), African American (12),
Hispanic (4), and Other (6) backgrounds, who
had children in the first grade, who completed
the Loneliness and Social Dissatisfaction Scale.
Researchers obtained approval from Nova
Southeastern Universitys Institutional Review
Board to analyze the archival data.
Materials Loneliness and Social Dissatisfaction
Scale (LSDS) (Cassidy Asher, 1992) The LSDS is
a 24-item (8 filler items) questionnaire the
measures peer-related loneliness which was
modified in the NICHD study to an interview
format for first graders. Research on the
psychometric properties of the Loneliness and
Social Dissatisfaction scale revealed
satisfactory internal consistency with a
Cronbachs alpha of .79 (Cassidy Asher, 1992).
Participants indicated whether the statements
were true on a 3-point scale (1No, 2Sometimes,
3Yes). The main focus of the items, is on
childrens feelings of loneliness, of social
adequacy versus inadequacy, or subjective
estimations of peer status. The filler items
assess childs hobbies and activity preferences,
and as such, were omitted from our analyses.
Figure 2. Two-Factor Model
Selected References
Achenbach, T. M. (1991). Manual for the Child
Behavior Checklist/4-18 and 1991 Profile.
Burlington, VT University of Vermont, Department
of Psychiatry. Asher, S. R., Wheeler, V. A.
(1985). Childrens loneliness A comparison of
rejected and neglected peer status. Journal
of Consulting and Clinical Psychology, 53(4),
500-505. Bagner, D. M., Storch, E. A.,
Roberti, J. W. (2004). A factor analytic study of
the Loneliness and Social Dissatisfaction
Scale in a sample of African-American and
Hispanic-American children. Child Psychiatry
and Human Development, 34(3), 237-249. Cassidy,
J., Asher, S. (1992). Loneliness and peer
relations in young children. Child
Development, 63, 350-365. Coplan, R. J., Closson,
L. M., Arbeau, K. A. (2007). Gender differences
in the behavioral associates of loneliness
and social dissatisfaction in kindergarten.
Journal of Child Psychology and Psychiatry,
48(10), 988-995. Crick, N. R., Ladd, G. W.
(1993). Childrens perceptions of their peer
experiences
Attributions, loneliness, social anxiety, and
social avoidance. Developmental Psychology,
29, 244-254. Kovacs, M. (2003). Childrens
Depression Inventory Technical manual. North
Tonawanda, NY Multi-Health System,
Inc. March, J. S. (1997). Manual for the
Multidimensional Anxiety Scale for Children
(MASC). Toronto, Canada Multi-Health
Systems.
Table 2, Figure 2. In the two-factor model, all
items except question one loaded on either
the Loneliness or Social Satisfaction factor.
Question 22 was inadvertently excluded from
the analysis.
Results

• Criteria used in determining factorial structure
  included
• Visual inspection of the scree plot.
• Eigenvalue greater than 1.
• 3) Rotated loading matrix to determine how well
  the items loaded on each factor.