a Department of Sociology, University of Central Florida , Orlando , FL.
b Vega Nguyen Research , Bellingham, WA.
J Am Coll Health. 2019 Aug-Sep;67(6):531-540. doi: 10.1080/07448481.2018.1498851. Epub 2018 Sep 19.
This study examines the relationship between adverse childhood experiences (ACEs) and academic barriers to college success. College students ( = 525) were surveyed about exposure to ACEs and academic barriers on a large university campus in the Southeast. Multivariate regression was used to model the academic barriers among college students for students with different levels of ACEs exposure controlling for depression, health and family barriers, and sociodemographic characteristics. Students with ACEs reported more family difficulties and health problems compared with those without ACEs. Depressive symptomology, poorer health ratings, and other health and family issues significantly predicted higher counts of academic barriers. Students with ACEs face greater difficulty with relation to health and family barriers which in turn impacts academic barriers.
本研究探讨了不良童年经历（ACEs）与大学成功的学术障碍之间的关系。在东南部的一所大型大学校园里，对大学生（ = 525）进行了关于接触 ACEs 和学术障碍的调查。使用多元回归模型，对不同 ACEs 暴露水平的大学生的学术障碍进行建模，同时控制抑郁、健康和家庭障碍以及社会人口特征。与没有 ACEs 的学生相比，有 ACEs 的学生报告了更多的家庭困难和健康问题。抑郁症状、较差的健康评分以及其他健康和家庭问题显著预测了更高的学术障碍计数。有 ACEs 的学生在与健康和家庭障碍的关系上面临更大的困难，这反过来又影响了学术障碍。
