Institute of Child Development, University of Minnesota, United States of America.
Child Abuse Negl. 2023 Aug;142(Pt 1):105595. doi: 10.1016/j.chiabu.2022.105595. Epub 2022 Apr 2.
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).
First-semester freshmen (N = 268; 71.3% female; M = 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.
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.
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).
There is a need to expand mental health services and address barriers to utilization on college campuses.
大学生不良童年经历（ACEs）与学业成绩之间的复杂关联尚未得到充分理解。本纵向研究旨在考察以下目标：在不考虑（1）和考虑其他学业风险因素的情况下（2a），ACEs 对 4 年后学业问题的直接关联，以及（2b）将 ACEs 与学业问题联系起来的可能机制。
本研究从美国中西部一所大学招募了 268 名第一学期的新生（71.3%为女性；M=18.30；76.9%为白人，14.6%为亚裔，3.7%为黑人，2.6%为多种族，1.1%为美洲原住民，1.1%为其他族裔）。
参与者在第一学期报告了 ACEs、内在动机、心理困扰和经济状况。前瞻性地在 4 年内收集行政记录（即 SAT/ACT 成绩、绩点、不计入学位进展的课程以及毕业情况）。结构方程模型用于检验研究目的。没有 SAT/ACT 分数的事后分析也进行了。
当 ACEs 被单独研究时，它们与 4 年后评估的学业问题相关（β=0.36，p<.001），但在调整其他风险因素后不相关（β=0.08，p=.278）。第一学期的心理困扰和 SAT/ACT 分数预测了 4 年后的学业问题（β=0.33 和-0.38，p<.001）。ACEs 通过心理困扰对学业问题有间接影响（β=0.13，p<.001）。
需要扩大大学校园的心理健康服务，并解决利用服务的障碍。
