The author investigated the role of individual
characteristics (self-esteem, social anxiety, and
self-reported classroom participation) and peer reactions
(peer-perceived shyness, peer nominations) in classroom
loneliness in a sample of 704 preadolescent boys (360) and
girls (344). It was hypothesized that classroom participation
functions as a mediator between self-esteem and peer responses.
Using structural equation modeling, a measurement
model and path models with and without self-esteem were
generated. Model 1 confirmed the central role of self-esteem
and the mediating function of classroom participation. Model
2 (without self-esteem) showed similar effects for social anxiety.
The author proposes possible interventions that address
classroom participation rather than loneliness or self-esteem