Document Type
Thesis
First Faculty Advisor
Lindsay Amper
Second Faculty Advisor
William Zywiak
Keywords
ACEs; self-efficacy; academic achievement
Publisher
Bryant University
Rights Management
CC-BY-NC-ND
Abstract
Adverse childhood experiences (ACEs) are defined as traumatic events that occur between the ages of one and seventeen. These instances of neglect, abuse, and household dysfunction can contribute to poor outcomes in the realm of academics as children mature into adults and pursue higher education. In addition, the presence of ACEs can lead to a decline in an individual’s belief in his or her capacity to attain academic success, also known as self-efficacy. This study aims to explore how the presence of ACEs within a Bryant University student’s life impacts their academic achievement, as measured through GPA and attendance patterns, and their perceived self-efficacy. Data was collected through the usage of a Qualtrics survey. Measures within the survey included the original ACEs by Dr. Vincent Felitti and the PEARLS ACE screener to gather data regarding ACEs while the Academic Self-Concept Scale was used to assess confidence in academic capabilities. A bivariate analysis was conducted using SPSS to determine the correlations between presence of ACE’s, GPA, and perceived self-efficacy. Results indicate individuals in the Bryant community who have experienced more ACE’s have lower attendance patterns, lower self-efficacy, and a lower GPA. Through understanding how adverse childhood experiences impact academic performance and self-efficacy, educators can implement early identification strategies, improve trauma-informed practices, and provide holistic support services to target the enhancement of academic outcomes and self-efficacy.
Comments
The goals and objectives of this Honors Thesis include the exploration of how exactly adverse and positive childhood experiences shape the academic performance and self-efficacy of a Bryant student. Due to the limited research that currently exists on the topic, the formation of a well-developed thesis will add substance and useful knowledge, data, and conclusions to the psychological field.