Examining emotional invalidation as a potential moderator between adverse childhood experiences and perceptions of academic stress
Date
2023-05-06
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Honors Program, The University of Tampa
Abstract
Adverse childhood experiences (ACEs) have been linked to numerous problems including physical and mental health problems, and
socioemotional development issues. Socioemotional variables appear to be particularly important in the later development of negative
outcomes (Chainey & Burke, 2021), including emotional validation (Lambie & Lindberg, 2016). We hypothesized that higher levels of adverse
childhood experiences and higher levels of emotional invalidation would be correlated with lower levels of academic eustress. We also
hypothesized that emotional invalidation would moderate the relationship between adverse childhood experiences and positive academic
stress perception (eustress). To examine our research question, we used the following measures: a demographics questionnaire, the
Childhood Experiences Survey (CES; Mersky et al., 2017), Invalidating Childhood Environment Scale (ICES; Mountford et al., 2007), and the
Academic Eustress Scale (AES; O’Sullivan, 2011). ANCOVA results demonstrate no significant relationship between adverse childhood
experiences, emotional invalidation, and academic eustress. Correlation analyses supported our hypothesis that higher levels of emotional
invalidation would be related to lower levels of academic eustress but did not support our hypothesis that higher levels of adverse childhood
experiences would be related to lower levels of academic eustress. Our findings require further investigation, as our results differ from those of
other studies.
Description
Recommended Citation: Demers, Kayla. “Examining Emotional Invalidation as a Potential Moderator between Adverse Childhood Experiences and Perceptions of Academic Stress.” Honors Program, The University of Tampa, 2023. https://doi.org/10.48497/DYB3-HT71.
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Keywords
psychology, trauma, stress, adverse childhood experiences, emotional invalidation, academic eustress
Citation
Demers, Kayla. “Examining Emotional Invalidation as a Potential Moderator between Adverse Childhood Experiences and Perceptions of Academic Stress.” Honors Program, The University of Tampa, 2023. https://doi.org/10.48497/DYB3-HT71.