A review of positive psychological factors in the relationship between adverse childhood experiences and outcomes for university students

 

“A Review of Positive Psychological Factors in the Relationship Between Adverse Childhood Experiences (ACEs) and Outcomes for University Students”

1. Introduction to ACEs and Their Impact

Adverse Childhood Experiences (ACEs) refer to potentially traumatic events that occur during childhood (before age 18), such as:

• Physical, emotional, or sexual abuse

• Emotional or physical neglect

• Household dysfunction (e.g., parental substance abuse, mental illness, incarceration, domestic violence, or divorce)

Prevalence and Relevance:
ACEs are common globally and have been linked to poor mental health, physical illness, risky behaviors, and lower life satisfaction. University students with a history of ACEs often struggle with:

• Anxiety, depression, PTSD

• Difficulty in concentration and academic performance

• Poor emotional regulation

• Interpersonal relationship issues

But not all students with ACEs experience poor outcomes — this discrepancy points to the role of protective factors, especially positive psychological factors.

2.Positive Psychological Factors (PPFs): Definition and Significance

Positive psychological factors are internal strengths and traits that promote psychological well-being, adaptive functioning, and growth. These include:

• Resilience

• Self-efficacy

• Hope and Optimism

• Gratitude

• Self-compassion

• Social support and connectedness

These factors serve either as mediators (explaining the link between ACEs and outcomes) or moderators (reducing the strength of the negative effect of ACEs).

3. Key Positive Psychological Factors in Focus

a. Resilience

• Definition: The ability to recover and bounce back from adversity, trauma, or stress.

• Mechanism: Resilient students often have better coping strategies, cognitive flexibility, and emotional regulation.

• Research Insight: Masten (2001) called resilience “ordinary magic,” highlighting how it can develop naturally or through environmental supports (e.g., school programs).

b. Self-Efficacy

• Definition: A belief in one’s own ability to succeed in specific situations (Bandura, 1997).

• Mechanism: High self-efficacy can counteract learned helplessness from childhood trauma. It enhances motivation, goal setting, and academic persistence.

• Impact: Students with high self-efficacy are more likely to seek help, try new strategies, and remain persistent despite challenges.

c. Hope and Optimism

• Hope (Snyder’s Theory): Comprises goals, agency (motivation), and pathways (planning to meet goals).

• Optimism: General expectation that good things will happen.

• Protective Role: Both hope and optimism predict higher academic performance, lower stress, and better emotional health. They help ACE-affected students envision a positive future.

d. Self-Compassion

• Definition: Being kind and understanding to oneself during difficult times.

• Mechanism: Reduces self-criticism and internalized shame that often arises from traumatic backgrounds.

• Evidence: Higher self-compassion is associated with lower depression and anxiety, especially in trauma survivors.

e. Social Support and Sense of Belonging

• Definition: The perception that one is cared for, has assistance available, and belongs to a supportive social network.

• Academic and Emotional Impact: Students with supportive peers, mentors, or family are more likely to stay in school, perform better, and experience emotional stability.

• Institutional Role: Universities that build inclusive and supportive environments help trauma-exposed students thrive.

4. Mediating and Moderating Effects of PPFs

Role	Function
Mediator	Explains how or why ACEs lead to specific outcomes (e.g., low resilience → poor academic performance).
Moderator	Weakens or strengthens the ACEs-outcome relationship (e.g., high optimism buffers the effect of ACEs on depression).

Example:

ACEs → Low emotional regulation → Depression
But if the student has high self-efficacy, the link between ACEs and depression is weakened.

5. Implications for University Interventions

➤ Institutional Strategies:

• Resilience and life-skills workshops

• Positive psychology courses or curriculum integration

• Peer mentoring and supportive academic advising

• Access to counseling and trauma-informed mental health services

➤ Individual Interventions:

• Cognitive-behavioral therapy (CBT) to build self-efficacy and reduce self-blame

• Hope-focused or solution-focused therapy

• Self-compassion and mindfulness training

• Strengths-based coaching

6. Limitations and Future Research

• Individual differences: Not all students respond the same to interventions.

• Cultural variation: The effect of PPFs may differ by cultural background and identity.

• Measurement issues: Some PPFs are subjective and hard to measure reliably.

• Need for longitudinal studies: More long-term studies are needed to track how PPFs influence students over time.

7. Conclusion

Although ACEs are strong predictors of negative mental health and academic challenges, positive psychological factors offer a pathway toward resilience and success. University students with supportive traits and environments can thrive despite adversity. Strengthening these factors through targeted interventions can transform trauma into growth and resilience.

 Summary in 55–60 words

Adverse childhood experiences (ACEs) often hinder university students’ mental health and academic outcomes. However, positive psychological factors—like resilience, self-efficacy, hope, and social support—can buffer these effects. These traits enable students to manage stress, maintain motivation, and seek support. Promoting such strengths through institutional support and targeted interventions is crucial for trauma-informed student success.