Most college students have experienced at least one traumatic event in their lives. However, not all students are affected equally by trauma—some persevere, whereas others do not. While many studies have assessed the physical and mental effects of traumatic life events on college students, academic performance, and retention rates, the role of self-regulation in moderating the negative effects of trauma in college students is poorly understood. The present study aimed to fill this knowledge gap by exploring the relationship between traumatic life events, academic performance, and self-regulation. We collected survey responses from 59 college students, asking them to self-report their general self-regulation, academic self-regulation, and traumatic life events. Academic performance was operationalized by their GPA. We found no significant correlation between traumatic life events and GPA. Students that rated themselves higher in self-regulation had marginally higher GPAs, but there was no support for the hypothesis that self-regulation moderates the relationship between traumatic life events and GPA. These findings advance our understanding of the critical variables that affect mental health, academic performance, and ultimately retention in college students. They demonstrate that traumatic life events may not necessarily hinder the academic performance of college students, although more research is necessary into what fosters resilience.
| Published in | American Journal of Applied Psychology (Volume 12, Issue 6) |
| DOI | 10.11648/j.ajap.20231206.12 |
| Page(s) | 144-150 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
College Students, Traumatic Life Events, Self-Regulation, Academic Persistence
| [1] | Benjet, C., Bromet, E., Karam, E. G., Kessler, R. C., McLaughlin, K. A., Ruscio, A. M., Shahly, V., Stein, D. J., Petukhova, M., Hill, E., Alonso, J., Atwoli, L., Bunting, B., Bruffaerts, R., Caldas-de-Almeida, J. M., de Girolamo, G., Florescu, S., Gureje, O., Huang, Y., … Koenen, K. C. (2016). The epidemiology of traumatic event exposure worldwide: Results from the World Mental Health Survey Consortium. Psychological Medicine, 46 (2), 327–343. https://doi.org/10.1017/S0033291715001981 |
| [2] | McLaughlin, K. A., Alvarez, K., Fillbrunn, M., Green, J. G., Jackson, J. S., Kessler, R. C., Sadikova, E., Sampson, N. A., Vilsaint, C. L., Williams, D. R., & Alegría, M. (2019). Racial/ethnic variation in trauma-related psychopathology in the United States: A population-based study. Psychological Medicine, 49 (13), 2215–2226. https://doi.org/10.1017/S0033291718003082 |
| [3] | Roberts, A. L., Gilman, S. E., Breslau, J., Breslau, N., & Koenen, K. C. (2011). Race/ethnic differences in exposure to traumatic events, development of post-traumatic stress disorder, and treatment-seeking for post-traumatic stress disorder in the United States. Psychological Medicine, 41 (1), 71–83. https://doi.org/10.1017/S0033291710000401 |
| [4] | Anders, S. L., Frazier, P. A., & Shallcross, S. L. (2012). Prevalence and effects of life events exposure among undergraduate and community college students. Journal of Counseling Psychology, 59 (3), 449–457. https://doi.org/10.1037/a0027753 |
| [5] | Anders, S. L., Frazier, P. A., & Shallcross, S. L. (2014). Changes in functioning following potentially traumatic life events in college students. Psychological Trauma: Theory, Research, Practice, and Policy, 6 (Suppl. 1), S99–S106. https://doi.org/10.1037/a0033835 |
| [6] | Walsh, K., McLaughlin, K. A., Hamilton, A., & Keyes, K. M. (2017). Trauma exposure, incident psychiatric disorders, and disorder transitions in a longitudinal population representative sample. Journal of Psychiatric Research, 92, 212–218. https://doi.org/10.1016/j.jpsychires.2017.05.001 |
| [7] | Pereira, J. L., Guedes-Carneiro, G. M., Netto, L. R., Cavalcanti-Ribeiro, P., Lira, S., Nogueira, J. F., Teles, C. A., Koenen, K. C., Sampaio, A. S., Quarantini, L. C., & Trauma Anxiety Disorders Study Group–Universidade Federal da Bahia. (2018). Types of trauma, posttraumatic stress disorder, and academic performance in a population of university students. The Journal of Nervous and Mental Disease, 206 (7), 507–512. https://doi.org/10.1097/NMD.0000000000000842 |
| [8] | Schultz, J.-H., & Skarstein, D. (2021). I’m not as bright as I used to be – pupils’ meaning-making of reduced academic performance after trauma. International Journal of School & Educational Psychology, 9 (4), 265–279. https://doi.org/10.1080/21683603.2020.1837698 |
| [9] | Vilaplana-Pérez, A., Sidorchuk, A., Pérez-Vigil, A., Brander, G., Isoumura, K., Hesselmark, E., Sevilla-Cermeño, L., Valdimarsdóttir, U. A., Song, H., Jangmo, A., Kuja-Halkola, R., D’Onofrio, B. M., Larsson, H., Garcia-Soriano, G., Mataix-Cols, D., & Fernández de la Cruz, L. (2020). Assessment of posttraumatic stress disorder and educational achievement in Sweden. JAMA Network Open, 3 (12), e2028477. https://doi.org/10.1001/jamanetworkopen.2020.28477 |
| [10] | Boyraz, G., Granda, R., Baker, C. N., Tidwell, L. L., & Waits, J. B. (2016). Posttraumatic stress, effort regulation, and academic outcomes among college students: A longitudinal study. Journal of Counseling Psychology, 63 (4), 475–486. https://doi.org/10.1037/cou0000102 |
| [11] | Frazier, P., Anders, S., Perera, S., Tomich, P., Tennen, H., Park, C., & Tashiro, T. (2009). Traumatic events among undergraduate students: Prevalence and associated symptoms. Journal of Counseling Psychology, 56 (3), 450–460. https://doi.org/10.1037/a0016412 |
| [12] | Mortaloni, N. A. P., Degeneffe, C. E., Perez, D. D., & Tucker, M. (2022). Creating a trauma-informed college model for improving student success. Community College Journal of Research and Practice, 47 (8), 537-553. https://doi.org/10.1080/10668926.2022.2050840 |
| [13] | Owens, G. P., & Chard, K. M. (2006). PTSD severity and cognitive reactions to trauma among a college sample: An exploratory study. Journal of Aggression, Maltreatment & Trauma, 13 (2), 23–36. https://doi.org/10.1300/J146v13n02_02 |
| [14] | Asher BlackDeer, A., Patterson Silver Wolf, D. A., Maguin, E., & Beeler-Stinn, S. (2021). Depression and anxiety among college students: Understanding the impact on grade average and differences in gender and ethnicity. Journal of American College Health, 71 (4), 1091-1102. https://doi.org/10.1080/07448481.2021.1920954 |
| [15] | Eisenberg, D., Golberstein, E., & Hunt, J. (2009). Mental health and academic success in college. The B.E. Journal of Economic Analysis and Policy, 9 (1), 1–35. https://doi.org/10.2202/1935-1682.2191 |
| [16] | Carver, C. S., & Scheier, M. F. (1981). Attention and self-regulation: A control therapy approach to human behavior. Springer. |
| [17] | Inzlicht, M., Werner, K. M., Briskin, J. L., & Roberts, B. W. (2021). Integrating models of self-regulation. Annual Review of Psychology, 72 (1), 319–345. https://doi.org/10.1146/annurev-psych-061020-105721 |
| [18] | Duru, E., Duru, S., & Balkis, M. (2014). Analysis of relationships among burnout, academic achievement, and self-regulation. Educational Sciences: Theory and Practice, 14 (4), 1274–1284. |
| [19] | Ergen, B., & Kanadli, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 69, 55-74. |
| [20] | Banyard, V. L., & Cantor, E. N. (2004). Adjustment to college among trauma survivors: An exploratory study of resilience. Journal of College Student Development, 45 (2), 207–220. https://doi.org/ 10.1353/csd.2004.0017 |
| [21] | Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33 |
| [22] | Villavicencio, F. T., & Bernardo, A. B. (2013). Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology, 83 (2), 329–340. https://doi.org/10.1111/j.2044-8279.2012.02064.x |
| [23] | Bachrach, R. L., & Read, J. P. (2012). The Role of Posttraumatic Stress and Problem Alcohol Involvement in University Academic Performance. Journal of Clinical Psychology, 68 (7), 843–859. https://doi.org/10.1002/jclp.21874 |
| [24] | Boyraz, G., Horne, S. G., Armstrong, A. P., & Owens, A. C. (2015). Posttraumatic stress predicting depression and social support among college students: Moderating effects of race and gender. Psychological Trauma: Theory, Research, Practice, and Policy, 7 (3), 259–268. https://doi.org/10.1037/a0037967 |
| [25] | Kubany, E. S., Leisen, M. B., Kaplan, A. S., Watson, S. B., Haynes, S. N., Owens, J. A., & Burns, K. (2000). Development and preliminary validation of a brief broad-spectrum measure of trauma exposure: The traumatic life events questionnaire. Psychological Assessment, 12 (2), 210–224. https://doi.org/10.1037/1040-3590.12.2.210 |
| [26] | Diehl, M., Semegon, A. B., & Schwarzer, R. (2006). Assessing attention control in goal pursuit: A component of dispositional self-regulation. Journal of Personality Assessment, 86 (3), 306–317. https://doi.org/10.1207/s15327752jpa8603_06 |
| [27] | Center for Substance Abuse Treatment (US). (2014). Understanding the impact of trauma. In Trauma-informed care in behavioral health services. Substance Abuse and Mental Health Services Administration (US). |
| [28] | Herrman, H., Stewart, D. E., Diaz-Granados, N., Berger, E. L., Jackson, B., & Yuen, T. (2011). What is resilience? The Canadian Journal of Psychiatry, 56 (5), 258–265. https://doi.org/10.1177/070674371105600504 |
| [29] | Murphy, B. C., Eisenberg, N., Fabes, R. A., Shepard, S. A., & Guthrie, I. K. (1999). Consistency and change in children’s emotionality and regulation: A longitudinal study. Merrill-Palmer Quarterly, 45 (3), 413–444. https://digitalcommons.wayne.edu/mpq/vol45/iss3/5 |
| [30] | Kubany, E. (2004). Traumatic Life Events Questionnaire and PTSD Screening and Diagnostic Scale. Western Psychological Services. |
| [31] | Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71 (3), 543–562. https://doi.org/10.1111/1467-8624.00164 |
| [32] | Norman, E. (2000) Resiliency enhancement: Putting the strengths perspective into social work practice. Columbia University Press. |
| [33] | Kaufman, J., Yang, B.-Z., Douglas-Palumberi, H., Grasso, D., Lipschitz, D., Houshyar, S., Krystal, J. H., & Gelernter, J. (2006). Brain-derived neurotrophic factor–5-HTTLPR gene interactions and environmental modifiers of depression in children. Biological Psychiatry, 59 (8), 673–680. https://doi.org/10.1016/j.biopsych.2005.10.026 |
| [34] | Bulathwatta, A. D. N., Witruk, E., & Reschke, K. (2016). Effect of emotional intelligence and resilience on trauma coping among university students. Health Psychology Report, 5 (1), 12–19. https://doi.org/10.5114/hpr.2017.61786 |
APA Style
Karagiorgakis, A., Long-Mitchell, S. (2023). Effect of Self-Regulation on Academic Success Among College Students with Traumatic Life Events. American Journal of Applied Psychology, 12(6), 144-150. https://doi.org/10.11648/j.ajap.20231206.12
ACS Style
Karagiorgakis, A.; Long-Mitchell, S. Effect of Self-Regulation on Academic Success Among College Students with Traumatic Life Events. Am. J. Appl. Psychol. 2023, 12(6), 144-150. doi: 10.11648/j.ajap.20231206.12
AMA Style
Karagiorgakis A, Long-Mitchell S. Effect of Self-Regulation on Academic Success Among College Students with Traumatic Life Events. Am J Appl Psychol. 2023;12(6):144-150. doi: 10.11648/j.ajap.20231206.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ajap.20231206.12,
author = {Aris Karagiorgakis and Samantha Long-Mitchell},
title = {Effect of Self-Regulation on Academic Success Among College Students with Traumatic Life Events},
journal = {American Journal of Applied Psychology},
volume = {12},
number = {6},
pages = {144-150},
doi = {10.11648/j.ajap.20231206.12},
url = {https://doi.org/10.11648/j.ajap.20231206.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20231206.12},
abstract = {Most college students have experienced at least one traumatic event in their lives. However, not all students are affected equally by trauma—some persevere, whereas others do not. While many studies have assessed the physical and mental effects of traumatic life events on college students, academic performance, and retention rates, the role of self-regulation in moderating the negative effects of trauma in college students is poorly understood. The present study aimed to fill this knowledge gap by exploring the relationship between traumatic life events, academic performance, and self-regulation. We collected survey responses from 59 college students, asking them to self-report their general self-regulation, academic self-regulation, and traumatic life events. Academic performance was operationalized by their GPA. We found no significant correlation between traumatic life events and GPA. Students that rated themselves higher in self-regulation had marginally higher GPAs, but there was no support for the hypothesis that self-regulation moderates the relationship between traumatic life events and GPA. These findings advance our understanding of the critical variables that affect mental health, academic performance, and ultimately retention in college students. They demonstrate that traumatic life events may not necessarily hinder the academic performance of college students, although more research is necessary into what fosters resilience.
},
year = {2023}
}
TY - JOUR T1 - Effect of Self-Regulation on Academic Success Among College Students with Traumatic Life Events AU - Aris Karagiorgakis AU - Samantha Long-Mitchell Y1 - 2023/11/29 PY - 2023 N1 - https://doi.org/10.11648/j.ajap.20231206.12 DO - 10.11648/j.ajap.20231206.12 T2 - American Journal of Applied Psychology JF - American Journal of Applied Psychology JO - American Journal of Applied Psychology SP - 144 EP - 150 PB - Science Publishing Group SN - 2328-5672 UR - https://doi.org/10.11648/j.ajap.20231206.12 AB - Most college students have experienced at least one traumatic event in their lives. However, not all students are affected equally by trauma—some persevere, whereas others do not. While many studies have assessed the physical and mental effects of traumatic life events on college students, academic performance, and retention rates, the role of self-regulation in moderating the negative effects of trauma in college students is poorly understood. The present study aimed to fill this knowledge gap by exploring the relationship between traumatic life events, academic performance, and self-regulation. We collected survey responses from 59 college students, asking them to self-report their general self-regulation, academic self-regulation, and traumatic life events. Academic performance was operationalized by their GPA. We found no significant correlation between traumatic life events and GPA. Students that rated themselves higher in self-regulation had marginally higher GPAs, but there was no support for the hypothesis that self-regulation moderates the relationship between traumatic life events and GPA. These findings advance our understanding of the critical variables that affect mental health, academic performance, and ultimately retention in college students. They demonstrate that traumatic life events may not necessarily hinder the academic performance of college students, although more research is necessary into what fosters resilience. VL - 12 IS - 6 ER -
Psychology, The Pennsylvania State University, Lemont Furnace, USA
Information