Examining the relationships between adverse childhood experiences, student generational status, and exam performance in emerging adult undergraduates

Abstract

Objectives: We aimed to understand how adverse childhood experiences (ACEs) correlated with undergraduates’ examination performance, while looking at the contributions of attentional control and resilience. Methods: Students aged 18– 25 years were recruited from first-year Psychology classes (Total N = 488). ACE scores, as well as the Attention Control Scale and the Brief Resilience Scale, were measured in conjunction with students’ first exam score of the semester. Results: Participants with no (0) and high (4+) ACE burden had higher resilience compared to those with moderate (1–3) ACE burden. Higher examination scores related to greater levels of attentional control, but no relationship was found with resilience or ACEs. Conclusions: Contrary to predictions, ACEs were related to resilience but in a non-linear fashion. Students with highest ACE burden require further study to understand factors contributing to their academic and personal resilience.