Stolen moments: a mixed-method thesis on loneliness in tertiary education

Abstract: This thesis employs a mixed-method sequential explanatory design to investigate perceived loneliness. In the first phase, using survey data from SOM-undersökningen (2023), the quantitative analysis uncovers an association between tertiary education and perceived loneliness in Sweden; diverging from established literature that links education to improved subjective health outcomes. In the second, qualitative phase, 14 interviews are conducted with students at Lund and Malmö University. A grounded theory approach is utilized in the construction of questions and in the coding. The findings of phase two deviates from those in the first phase. The effects of customary control variables—i.e. gender and age—are found not to have any major significance on perceived loneliness for students. Complex mechanisms, including the influence of cultural differences and instances of social exclusion, are instead identified as factors contributing to the experience of perceived loneliness among interviewees. Reducing the observed gap between local and international students may be a plausible way of partially dealing with loneliness in tertiary education in Lund and Malmö. For future research, it is imperative to conduct in-depth explorations into the nuanced domains of social exclusion within the academic setting, to delve into the intricate role of cultural influences on loneliness, and to investigate a proposed moderation effect of health-related variables. This study lays the groundwork for a more comprehensive academic inquiry into the complexities of perceived loneliness among tertiary education students and offers a foundation for potential targeted interventions.