The Mediation of Metacognition on Relationships Between Adverse Childhood Experiences, Trauma Symptoms, and Reading Comprehension

• In Event: Mental Health, Trauma, and Well-Being in Childhood and Adolescence

Abstract

Framed under Boekaerts' (2011) Dual Processing self-regulation model, the present study investigated the potential mediation of academic and maladaptive metacognition on the relationships between adverse childhood events (ACEs), trauma symptoms, and reading comprehension in college students. Undergraduate students (N = 179) self-reported their ACEs, current trauma symptoms, academic metacognition, and maladaptive metacognition in addition to completing a reading comprehension task. In a path analysis, the relationship between trauma symptomology and reading comprehension was mediated by maladaptive metacognition, but not academic metacognition. ACEs were not directly or indirectly related to reading comprehension. These results suggest that students’ processing of adverse events may be more important in predicting academic achievement than simply their exposure to adversity.

Authors

• Amanda Ferrara, The Pennsylvania State University

• Casey Mullins, The Pennsylvania State University

• Carlomagno Panlilio, The Pennsylvania State University