Abstract

The purpose of the current study was to examine academic outcomes through the lens of the Bioecological model to highlight relationships between Adverse Childhood Experiences (ACEs) and the formation of Academic Self-Concept (ASC), while exploring the moderating impact of Trauma-Informed Practices (TIPs). Specifically, the aim was to expand on previous studies of childhood adversity to emphasize the social, behavioral, and cognitive impact of trauma on an individual’s experience of education. Ninety-one students from the College of Wooster completed a survey using the ACE questionnaire assessing encounters with trauma, their self-perceptions in academia using the ASC scale, and their experience with trauma-informed practices using the trauma-informed practice scale. Results aligned with the primary hypothesis and indicated that an increased exposure to adverse childhood experiences is associated with a decline in academic self-concept. Secondary results revealed that trauma-informed practices alone were not beneficial enough to moderate the relationship between ACEs and ASC; however, positive associations arose between TIPs and ASC outcomes. These findings suggest the need to address adverse childhood experiences in real-time within the classroom to boost students’ perceptions of their academic skillset. These findings add novel insights into the impacts of adverse developmental contexts (i.e., trauma) on students’ internalized experience of education and emphasize the need for specialized interventions to mitigate the consequences of adversity.

Advisor

Scheibe, Dan

Department

Psychology

Disciplines

Psychology

Keywords

adverse childhood experiences (ACEs), academic self-concept (ASC), trauma-informed practices (TIPs), bioecological perspective, trauma

Publication Date

2025

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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