History of Childhood Maltreatment and College Academic Outcomes: Indirect Effects of Hot Execution Function.
History of Childhood Maltreatment and College Academic Outcomes: Indirect Effects of Hot Execution Function.
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DOI：
10.3389/fpsyg.2017.01091
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发表时间：
2017
影响因子：
3.8
通讯作者：
Jameson MM
中科院分区：
文献类型：
--
作者：
Welsh MC;Peterson E;Jameson MM
报告有童年虐待史的大学生可能面临不良后果的风险。在当前的研究中，我们进行了一项探索性分析，以检验统计上介导虐待方面与学业成果方面之间关联的潜在模型，特别关注执行功能（EF）。与当代 EF 研究一致，我们区分了相对“冷”的 EF 任务（即，在相对没有情感或动机效价的环境中执行）和“热”的 EF 任务，后者强调在更情绪化的条件下的表现。 61 名男女大学生在童年创伤问卷 (CTQ) 上自我报告了童年虐待史（情感虐待和忽视、身体虐待和忽视以及性虐待），并接受了两项 EF 测量：(1) Go-No-Go (GNG) 测试，其中包括颜色状况（冷色）；中性面部状况（暖）；和情绪面部状况（热），以及（2）爱荷华州赌博任务（IGT），一种反映热 EF 的风险决策衡量标准。学业成绩为：(1) 平均绩点（GPA：第一学期、累积成绩和与测试同时进行的学期成绩），以及 (2) 学生大学适应调查问卷 (SACQ)。相关模式表明两个 EF 分数作为潜在的中介因素：中性面条件下的 GNG 反应时间 (RT) 和 IGT 块 2 自适应响应。间接效应分析表明，IGT Block 2 适应性反应对 CTQ 总分和第一学期 GPA 之间的关系以及 CTQ 情绪虐待和同期 GPA 之间的关系有间接影响。关于大学适应，我们发现 GNG Neutral Face RT 对 CTQ 情绪忽视与 SACQ 总分、学业、社交和个人情绪适应分数之间的关系具有一致的间接影响。我们的结果表明，根据 GPA 和自我报告的适应评估，儿童虐待史自我报告得分较高会对大学学业成绩产生负面影响。此外，在 IGT 和 GNG 任务上相对“热门”的 EF 任务表现是儿童虐待经历与大学成绩和适应之间的联系，这表明热门 EF 技能可能是未来改善该人群学业成绩的干预措施的一个富有成果的方向。
College students who report a history of childhood maltreatment may be at risk for poor outcomes. In the current study, we conducted an exploratory analysis to examine potential models that statistically mediate associations between aspects of maltreatment and aspects of academic outcome, with a particular focus on executive functions (EF). Consistent with contemporary EF research, we distinguished between relatively “cool” EF tasks (i.e., performed in a context relatively free of emotional or motivational valence) and “hot” EF tasks that emphasize performance under more emotionally arousing conditions. Sixty-one male and female college undergraduates self-reported childhood maltreatment history (emotional abuse and neglect, physical abuse and neglect, and sexual abuse) on the Childhood Trauma Questionnaire (CTQ), and were given two EF measures: (1) Go-No-Go (GNG) test that included a Color Condition (cool); Neutral Face Condition (warm); and Emotion Face condition (hot), and (2) Iowa Gambling Task (IGT), a measure of risky decision making that reflects hot EF. Academic outcomes were: (1) grade point average (GPA: first-semester, cumulative, and semester concurrent with testing), and (2) Student Adaptation to College Questionnaire (SACQ). Correlational patterns suggested two EF scores as potential mediators: GNG reaction time (RT) in the Neutral Face condition, and IGT Block 2 adaptive responding. Indirect effects analyses indicated that IGT Block 2 adaptive responding has an indirect effect on the relationship between CTQ Total score and 1st semester GPA, and between CTQ Emotional Abuse and concurrent GPA. Regarding college adaptation, we identified a consistent indirect effect of GNG Neutral Face RT on the relationship between CTQ Emotional Neglect and SACQ total, academic, social, and personal–emotional adaption scores. Our results demonstrate that higher scores on a child maltreatment history self-report negatively predict college academic outcomes as assessed by GPA and by self-reported adaptation. Further, relatively “hot” EF task performance on the IGT and GNG tasks serves as a link between child maltreatment experiences and college achievement and adaptation, suggesting that hot EF skills may be a fruitful direction for future intervention efforts to improve academic outcomes for this population.