Examining the relationships between adverse childhood experiences, student generational status, and exam performance in emerging adult undergraduates
Date
2022
Authors
York, Sarah K.
Chim, Louise
Viczko, Jeremy
Nicoll, Patrick
Fontanilla, Cheiyenne
Kasian, Andrea
Smart, Colette M.
Journal Title
Journal ISSN
Volume Title
Publisher
Emerging Adulthood
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.
Description
Keywords
adverse childhood experiences, emerging adulthood, resilience, attentional control, first generation students
Citation
York, S. K., Chim, L., Viczko, J., Nicoll, P., Fontanilla, C., Kasian, A., & Smart, C. M. (2022). “Examining the relationships between adverse childhood experiences, student generational status, and exam performance in emerging adult undergraduates.” Emerging Adulthood, 11(1), 162-174. https://doi.org/10.1177/21676968221119729