Academic Achievement and College Persistence of African American Students With Trauma Exposure
Academic Achievement and College Persistence of African American Students With Trauma Exposure
复制标题
DOI：
10.1037/a0033672
复制
发表时间：
2013-10-01
影响因子：
3.9
通讯作者：
Armstrong, Aisha P.
中科院分区：
文献类型：
--
作者：
Boyraz, Gueler;Horne, Sharon G.;Armstrong, Aisha P.
本研究调查了来自两所大学的非裔美国一年级学生的创伤后应激障碍 (PTSD) 症状与大学坚持之间的关系。在 569 名参与者中，423 名（74%）报告称一生都经历过创伤事件；其中 20.6% 的学生符合 PTSD 的标准。对于遭受创伤的女性，在控制学术和非学术因素后，大学第一学期较高水平的 PTSD 症状与在大学第二年结束之前离开大学的可能性增加相关；这两个变量之间的关系部分是由第一年平均绩点（GPA）调节的。创伤后应激障碍（PTSD）症状与男性的学业成绩或坚持程度没有显着相关。对于遭受创伤的女性来说，除了创伤后应激障碍（PTSD）症状外，在以白人为主的机构就读以及进入大学时高中 GPA 较低也被认为是学业成绩低下和大学辍学的危险因素；另一方面，第一学期参与校园活动和较高水平的学术融合感与第一年较高的 GPA 相关，而这反过来又与留在大学的可能性增加有关。讨论了支持患有创伤暴露和创伤后应激障碍的学生的临床意义和策略。
This study examined the relationship between posttraumatic stress disorder (PTSD) symptomatology and college persistence in African American 1st-year students from 2 universities. Of the 569 participants, 423 (74%) reported lifetime exposure to traumatic events; 20.6% of these students met the criteria for PTSD. For trauma-exposed females, after controlling for academic and nonacademic factors, higher levels of PTSD symptomatology in the 1st semester of college were associated with increased likelihood of leaving college prior to the end of the 2nd year of college; the relationship between the 2 variables was partially mediated by 1st-year grade point average (GPA). PTSD symptomatology was not significantly associated with academic achievement or persistence for males. For trauma-exposed females, in addition to PTSD symptomatology, being a student at a predominantly White institution and entering college with low high school GPA were identified as risk factors for low academic achievement and college dropout; on the other hand, involvement in on-campus activities and higher levels of perceived academic integration in the 1st semester were associated with higher 1st-year GPA, which, in turn, was related to increased likelihood of remaining in college. Clinical implications and strategies to support students with trauma exposure and PTSD are discussed.