The role of adverse childhood experiences (ACEs) in predicting academic problems among college students

Bria Gresham; Canan Karatekin

doi:10.1016/j.chiabu.2022.105595

The role of adverse childhood experiences (ACEs) in predicting academic problems among college students

Bria Gresham, Canan Karatekin

Institute of Child Development

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

BACKGROUND AND OBJECTIVE: The complex associations between adverse childhood experiences (ACEs) and academic performance among college students are not well understood. The following aims were examined in this longitudinal study: the direct association of ACEs on academic problems after 4 years without (1) and with accounting for other academic risk factors (2a), the possible mechanisms linking ACEs and academic problems (2b).

PARTICIPANTS AND SETTING: First-semester freshmen (N = 268; 71.3% female; M age = 18.30; 76.9% White, 14.6% Asian, 3.7% Black, 2.6% multiracial, 1.1% Native American, and 1.1% other) were recruited from a Midwestern U.S. university.

METHODS: Participants reported their ACEs, intrinsic motivation, psychological distress, and financial status as first-semester freshmen. Administrative records (i.e., SAT/ACT scores, GPA, courses taken not counted toward degree progress, and graduation) were collected prospectively over 4 years. Structural equation modeling was used to test the research aims. Post-hoc analyses without SAT/ACT scores were conducted.

RESULTS: ACEs were associated with academic problems assessed 4 years later, when studied in isolation (β = 0.36, p < .001) but not after adjusting for other risk factors (β = 0.08, p = .278). Psychological distress and SAT/ACT scores during the first semester predicted academic problems 4 years later (β = 0.33 and - 0.38, p < .001). There was an indirect effect of ACEs on academic problems through psychological distress (β = 0.13, p < .001).

CONCLUSIONS: There is a need to expand mental health services and address barriers to utilization on college campuses.

Original language	English (US)
Article number	105595
Journal	Child Abuse and Neglect
Volume	142
DOIs	https://doi.org/10.1016/j.chiabu.2022.105595
State	Published - Aug 2023

Bibliographical note

Funding Information:
? We have no conflicts of interest to disclose. There was no funding for this study. The authors would like to thank Peter Radcliffe for his assistance with obtaining administrative data and Rik Lamm and Nidhi Kohli for their methodological contributions.

Publisher Copyright:
© 2022 Elsevier Ltd

Keywords

Academic
Adverse childhood experiences
College
First-generation
Mental health

PubMed: MeSH publication types

Journal Article
Research Support, N.I.H., Extramural

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10.1016/j.chiabu.2022.105595

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title = "The role of adverse childhood experiences (ACEs) in predicting academic problems among college students",

abstract = "BACKGROUND AND OBJECTIVE: The complex associations between adverse childhood experiences (ACEs) and academic performance among college students are not well understood. The following aims were examined in this longitudinal study: the direct association of ACEs on academic problems after 4 years without (1) and with accounting for other academic risk factors (2a), the possible mechanisms linking ACEs and academic problems (2b).PARTICIPANTS AND SETTING: First-semester freshmen (N = 268; 71.3% female; M age = 18.30; 76.9% White, 14.6% Asian, 3.7% Black, 2.6% multiracial, 1.1% Native American, and 1.1% other) were recruited from a Midwestern U.S. university. METHODS: Participants reported their ACEs, intrinsic motivation, psychological distress, and financial status as first-semester freshmen. Administrative records (i.e., SAT/ACT scores, GPA, courses taken not counted toward degree progress, and graduation) were collected prospectively over 4 years. Structural equation modeling was used to test the research aims. Post-hoc analyses without SAT/ACT scores were conducted.RESULTS: ACEs were associated with academic problems assessed 4 years later, when studied in isolation (β = 0.36, p < .001) but not after adjusting for other risk factors (β = 0.08, p = .278). Psychological distress and SAT/ACT scores during the first semester predicted academic problems 4 years later (β = 0.33 and - 0.38, p < .001). There was an indirect effect of ACEs on academic problems through psychological distress (β = 0.13, p < .001).CONCLUSIONS: There is a need to expand mental health services and address barriers to utilization on college campuses.",

keywords = "Academic, Adverse childhood experiences, College, First-generation, Mental health",

author = "Bria Gresham and Canan Karatekin",

note = "Funding Information: ? We have no conflicts of interest to disclose. There was no funding for this study. The authors would like to thank Peter Radcliffe for his assistance with obtaining administrative data and Rik Lamm and Nidhi Kohli for their methodological contributions. Publisher Copyright: {\textcopyright} 2022 Elsevier Ltd",

year = "2023",

month = aug,

doi = "10.1016/j.chiabu.2022.105595",

language = "English (US)",

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journal = "Child Abuse and Neglect",

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AU - Gresham, Bria

AU - Karatekin, Canan

N1 - Funding Information: ? We have no conflicts of interest to disclose. There was no funding for this study. The authors would like to thank Peter Radcliffe for his assistance with obtaining administrative data and Rik Lamm and Nidhi Kohli for their methodological contributions. Publisher Copyright: © 2022 Elsevier Ltd

PY - 2023/8

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N2 - BACKGROUND AND OBJECTIVE: The complex associations between adverse childhood experiences (ACEs) and academic performance among college students are not well understood. The following aims were examined in this longitudinal study: the direct association of ACEs on academic problems after 4 years without (1) and with accounting for other academic risk factors (2a), the possible mechanisms linking ACEs and academic problems (2b).PARTICIPANTS AND SETTING: First-semester freshmen (N = 268; 71.3% female; M age = 18.30; 76.9% White, 14.6% Asian, 3.7% Black, 2.6% multiracial, 1.1% Native American, and 1.1% other) were recruited from a Midwestern U.S. university. METHODS: Participants reported their ACEs, intrinsic motivation, psychological distress, and financial status as first-semester freshmen. Administrative records (i.e., SAT/ACT scores, GPA, courses taken not counted toward degree progress, and graduation) were collected prospectively over 4 years. Structural equation modeling was used to test the research aims. Post-hoc analyses without SAT/ACT scores were conducted.RESULTS: ACEs were associated with academic problems assessed 4 years later, when studied in isolation (β = 0.36, p < .001) but not after adjusting for other risk factors (β = 0.08, p = .278). Psychological distress and SAT/ACT scores during the first semester predicted academic problems 4 years later (β = 0.33 and - 0.38, p < .001). There was an indirect effect of ACEs on academic problems through psychological distress (β = 0.13, p < .001).CONCLUSIONS: There is a need to expand mental health services and address barriers to utilization on college campuses.

AB - BACKGROUND AND OBJECTIVE: The complex associations between adverse childhood experiences (ACEs) and academic performance among college students are not well understood. The following aims were examined in this longitudinal study: the direct association of ACEs on academic problems after 4 years without (1) and with accounting for other academic risk factors (2a), the possible mechanisms linking ACEs and academic problems (2b).PARTICIPANTS AND SETTING: First-semester freshmen (N = 268; 71.3% female; M age = 18.30; 76.9% White, 14.6% Asian, 3.7% Black, 2.6% multiracial, 1.1% Native American, and 1.1% other) were recruited from a Midwestern U.S. university. METHODS: Participants reported their ACEs, intrinsic motivation, psychological distress, and financial status as first-semester freshmen. Administrative records (i.e., SAT/ACT scores, GPA, courses taken not counted toward degree progress, and graduation) were collected prospectively over 4 years. Structural equation modeling was used to test the research aims. Post-hoc analyses without SAT/ACT scores were conducted.RESULTS: ACEs were associated with academic problems assessed 4 years later, when studied in isolation (β = 0.36, p < .001) but not after adjusting for other risk factors (β = 0.08, p = .278). Psychological distress and SAT/ACT scores during the first semester predicted academic problems 4 years later (β = 0.33 and - 0.38, p < .001). There was an indirect effect of ACEs on academic problems through psychological distress (β = 0.13, p < .001).CONCLUSIONS: There is a need to expand mental health services and address barriers to utilization on college campuses.

KW - Academic

KW - Adverse childhood experiences

KW - College

KW - First-generation

KW - Mental health

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SN - 0145-2134

VL - 142

JO - Child Abuse and Neglect

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ER -

The role of adverse childhood experiences (ACEs) in predicting academic problems among college students

Abstract

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