Abstract
College students who report a history of childhood maltreatment may be at risk for poor outcomes. In the current study, we conducted an exploratory analysis to examine potential models that statistically mediate associations between aspects of maltreatment and aspects of academic outcome, with a particular focus on executive functions (EF). Consistent with contemporary EF research, we distinguished between relatively “cool” EF tasks (i.e., performed in a context relatively free of emotional or motivational valence) and “hot” EF tasks that emphasize performance under more emotionally arousing conditions. Sixty-one male and female college undergraduates self-reported childhood maltreatment history (emotional abuse and neglect, physical abuse and neglect, and sexual abuse) on the Childhood Trauma Questionnaire (CTQ), and were given two EF measures: (1) Go-No-Go (GNG) test that included a Color Condition (cool); Neutral Face Condition (warm); and Emotion Face condition (hot), and (2) Iowa Gambling Task (IGT), a measure of risky decision making that reflects hot EF. Academic outcomes were: (1) grade point average (GPA: first-semester, cumulative, and semester concurrent with testing), and (2) Student Adaptation to College Questionnaire (SACQ). Correlational patterns suggested two EF scores as potential mediators: GNG reaction time (RT) in the Neutral Face condition, and IGT Block 2 adaptive responding. Indirect effects analyses indicated that IGT Block 2 adaptive responding has an indirect effect on the relationship between CTQ Total score and 1st semester GPA, and between CTQ Emotional Abuse and concurrent GPA. Regarding college adaptation, we identified a consistent indirect effect of GNG Neutral Face RT on the relationship between CTQ Emotional Neglect and SACQ total, academic, social, and personal–emotional adaption scores. Our results demonstrate that higher scores on a child maltreatment history self-report negatively predict college academic outcomes as assessed by GPA and by self-reported adaptation. Further, relatively “hot” EF task performance on the IGT and GNG tasks serves as a link between child maltreatment experiences and college achievement and adaptation, suggesting that hot EF skills may be a fruitful direction for future intervention efforts to improve academic outcomes for this population.
Highlights
Reviewed by: Brian Kavanaugh, Alpert Medical School, Brown University, United States Michiel Robert De Boer, VU University Amsterdam, Netherlands
Relatively “hot” executive functions (EF) task performance on the Iowa Gambling Task (IGT) and GNG tasks serves as a link between child maltreatment experiences and college achievement and adaptation, suggesting that hot EF skills may be a fruitful direction for future intervention efforts to improve academic outcomes for this population
Our study addresses the question: which EFs have an indirect effect on the relationship between a self-reported history of exposure to different types of child maltreatment and college grade point average (GPA) and adaptation? Recent studies have targeted a range of interesting adulthood outcomes of maltreatment, such as mental health, risk taking, social relationships, cognition, and academic performance (e.g., Duncan, 2000; Higgins and McCabe, 2000; Banyard and Cantor, 2004; Cromheeke et al, 2014)
Summary
Reviewed by: Brian Kavanaugh, Alpert Medical School, Brown University, United States Michiel Robert De Boer, VU University Amsterdam, Netherlands. In a rare study of grade point average (GPA) as a college outcome, Jordan et al (2014) reported that women who had been sexually assaulted as adolescents entered college with lower high school GPAs, and earned lower GPAs by the end of their first year in college This emerging literature suggests adverse college adaptation and achievement in students reporting a history of maltreatment; very little is known about which specific maltreatment sequelae mediate poor adaptation to the college environment. Identification of such variables would provide potential directions for effective intervention to enhance the chances of academic success and its resultant health and economic benefits (e.g., Leonhardt, 2014; Pew Social Research Center, 2014)
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