Childhood Adversity and the Mediating Role of Interpersonal Relationships on Affective Development in College

• In Event: Across the Lifespan: Psychosocial Influences on Development

Abstract

This longitudinal study focusses on students’ affective (non-cognitive) development over three years of college, in relation to adverse childhood experiences before college, and the role of interpersonal relationships (mentors, and feelings of belonging on campus) during college as potential mediators. All participants (N=360) encountered some form of adversity prior to college. Preliminary results indicate experiences with financial adversity during childhood (e.g., severe poverty) negatively influence developmental gains in academic motivation and self-efficacy. Alternatively, prior experiences with interpersonal adversity (e.g., exposure to the foster care system, abandonment of a parent/guardian) positively influenced development of academic motivation. For all students, regardless of amount or type of childhood adversity experienced, having a mentor during college positively predicts development of academic self-concept and self-esteem.

Authors

• Gregory C. Wolniak, University of Georgia

• Marjolein Muskens, Maastricht University