Social Support, Childhood Adversities, and Academic Outcomes: A Latent Class Analysis

Pan, Jingtong; Zaff, Jonathan F.; Porche, Michelle V.

doi:10.1080/10824669.2019.1708744

Cited by 9 publications

(5 citation statements)

References 58 publications

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“…Our current finding extends these theories by showing that this protective effect may be insufficient when stressful events accumulate at the highest level. This result echoes a nationally representative study of adolescents showing that social support alone is insufficient for youth with overwhelming amounts of adverse experiences (Pan et al, 2020 ). Indeed, another survey of young adults found that social support protects against depression only under moderate stress (Ioannou et al, 2019 ).…”

Section: Discussionsupporting

confidence: 76%

Cumulative stressful events and mental health in young adults after 10 years of Wenchuan earthquake: the role of social support

Chen

Wang

Liu

et al. 2023

European Journal of Psychotraumatology

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Background: After a natural disaster, stressful events often continue to accumulate, affecting individuals in a different manner than the original disaster never occurred. However, few studies have examined these associations, the cumulative impacts of stressful events on mental health outcomes, and the role of social support. This study examined the prospective association between cumulative stressful events and mental health problems and the role of social support in young adults. Methods: 695 participants provided available data on earthquake exposure, childhood maltreatment, other negative life events, and social support at baseline. Depressive symptoms and posttraumatic stress disorder were assessed at baseline and 10 years after the earthquake (T 10y ). A cumulative stressful events index was used to evaluate the levels of cumulative stressful events. Linear regressions were used to explore the predictive effects. Results: Of 695 participants, 41.3%, 28.5%, and 7.9% reported one, two, and three stressful events, respectively. The associations between cumulative stressful events and mental health problems at T 10y presented a dose–response pattern: those who experienced three events had the highest risk of mental health problems, followed by those who experienced two events and those who reported one event. Additionally, higher social support partially reduced the negative impact of cumulative stressful events on mental health. Conclusions: Cumulative stressful events are associated with mental health problems 10 years later in young earthquake survivors. Social support could reduce the negative impact, but its protective role disappears when stressful events accumulate at the highest level. These findings highlight the importance of assessing the cumulative impacts of stressful events and social support available to young disaster survivors and intervening to prevent worse mental health outcomes.

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Section: Discussionsupporting

confidence: 76%

Cumulative stressful events and mental health in young adults after 10 years of Wenchuan earthquake: the role of social support

Chen

Wang

Liu

et al. 2023

European Journal of Psychotraumatology

View full text Add to dashboard Cite

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“…Despite these strengths, the study sample was limited to students at one major state university and was predominantly White and female, and thus results may not be representative of all US college students. However, the findings of the present study generally align with nationally representative studies including students from multiple institutions in terms of the deleterious associations between structural stratifiers and intermediary determinants and academic outcomes (Pan et al, 2020). Further, we found significant associations between structural stratifiers and intermediary determinants and academic performance, despite the use of a more advantaged sample in the present study, highlighting the importance of these factors in predicting poor academic outcomes.…”

Section: Strengths and Limitationssupporting

confidence: 85%

“…Contrary to our expectations, structural stratifiers and intermediary determinants were not associated with likelihood of timely graduation (i.e., within 4 years of enrollment). This lack of association contradicts previous research demonstrating that structural stratifiers, such as income, first-generation status (Cahalan et al, 2022), and intermediary determinants like ACEs (Pan et al, 2020) are associated with a lower likelihood of graduation. Nonetheless, the demonstrated importance of educational attainment on health through mechanisms such as social stratification (Solar and Irwin, 2010) highlights the need for future investigations into the influence of structural determinants and stratifiers and intermediary determinants on academic performance.…”

Section: Association Between Structural Stratifiers and Intermediary ...contrasting

confidence: 81%

“…Intermediary determinants, such as adverse childhood experiences (ACEs), stress, and coping skills also have robust associations with academic performance. For instance, students with high levels of ACEs (e.g., Karatekin and Hill, 2019), often have lower grade-point-averages and are less likely to graduate (Pan et al, 2020). Psychological stress, which college students often report as the most impactful factor impeding their academic performance (American College Health Association, 2020), and maladaptive coping styles, are also associated with lower grades in college (Struthers et al, 2000;Vizoso et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Trajectories of academic performance over time: differences by social determinants of health and the COVID-19 pandemic

Gresham,

Corcoran,

Karatekin

2023

Front. Educ.

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IntroductionWe examined (1) differences in academic performance by structural and intermediary determinants of health, (2) associations between duration of college enrollment during the first year of the Coronavirus disease 2019 (COVID-19) pandemic, and (3) their two-way interactions on academic performance using data from two cohorts of freshmen undergraduate students.MethodsParticipants reported their demographic information, and their structural and intermediary determinants. The university reported academic performance at each semester. Mixed effects models tested repeated measures outcomes (i.e., grade point average (GPA) and courses where the grade received was D, F, Not passing, or Withdrawn (DFNW courses) and generalized linear models tested likelihood of graduation.ResultsMore unfavorable structural and intermediary determinants were associated with an increased likelihood of receiving a DFNW grade (b = 0.33 and b = 0.40, p’s < 0.05, respectively). Greater unfavorable intermediary determinants were associated with a lower GPA (b = –0.07, p = 0.159). There were significant interactions between intermediary determinants of health and enrollment duration during COVID-19 for the likelihood of DFNW grades (b = –0.89, p = 0.008) and graduation (b = 1.31, p = 0.025), such that Cohort 1 fared worse than Cohort 2.DiscussionThe findings indicate that for those with more unfavorable intermediary determinants, there may have been an initial “shock” of the pandemic that stabilized over time.

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“…Poor educational outcomes have been identified as one of the most significant long-term consequences of traumatic experiences in childhood [ 15 ]. One of the reasons is that poor educational attainment is linked to higher rates of unemployment later in life [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of adverse childhood experiences on educational achievements in young people at clinical high risk of developing psychosis

et al. 2023

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Background Adverse childhood experiences (ACE) can affect educational attainments, but little is known about their impact on educational achievements in people at clinical high risk of psychosis (CHR). Methods In total, 344 CHR individuals and 67 healthy controls (HC) were recruited as part of the European Community’s Seventh Framework Programme-funded multicenter study the European Network of National Schizophrenia Networks Studying Gene–Environment Interactions (EU-GEI). The brief version of the Child Trauma Questionnaire was used to measure ACE, while educational attainments were assessed using a semi-structured interview. Results At baseline, compared with HC, the CHR group spent less time in education and had higher rates of ACE, lower rates of employment, and lower estimated intelligence quotient (IQ). Across both groups, the total number of ACE was associated with fewer days in education and lower level of education. Emotional abuse was associated with fewer days in education in HC. Emotional neglect was associated with a lower level of education in CHR, while sexual abuse was associated with a lower level of education in HC. In the CHR group, the total number of ACE, physical abuse, and neglect was significantly associated with unemployment, while emotional neglect was associated with employment. Conclusions ACE are strongly associated with developmental outcomes such as educational achievement. Early intervention for psychosis programs should aim at integrating specific interventions to support young CHR people in their educational and vocational recovery. More generally, public health and social interventions focused on the prevention of ACE (or reduce their impact if ACE occur) are recommended.

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Social Support, Childhood Adversities, and Academic Outcomes: A Latent Class Analysis

Cited by 9 publications

References 58 publications

Cumulative stressful events and mental health in young adults after 10 years of Wenchuan earthquake: the role of social support

Cumulative stressful events and mental health in young adults after 10 years of Wenchuan earthquake: the role of social support

Trajectories of academic performance over time: differences by social determinants of health and the COVID-19 pandemic

Impact of adverse childhood experiences on educational achievements in young people at clinical high risk of developing psychosis

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