Empowering educational journeys: Academic self-concept, hope, and tertiary education engagement among emerging adults exposed to varied childhood experiences
Further reading
Abstract
This research aimed to further understand the relationship between Adverse Childhood Experiences (ACEs), Positive Childhood Experiences (PCEs), Academic Self-Concept (ASC), and Hope, as well as to explore key mechanisms that enable individuals to maintain higher levels of ASC and Hope despite varied childhood experiences.
Using a mixed methods’ design, the study was conducted in two phases. In phase one, 28 participants completed an online questionnaire, identifying individuals with higher levels of ASC and Hope and varied childhood experiences. In phase two, six of these participants were interviewed in semi-structured interviews, with transcripts analysed using Reflexive Thematic Analysis. Findings revealed that cumulative exposure to ACEs influences levels of Hope but not ASC.
Neither Hope nor ASC were significantly influenced by PCEs, and the interaction between the number of ACEs and PCEs significantly influenced levels of Hope but not ASC. These results suggest that the observed bidirectional relationship between ASC and Hope may be less prominent than previously anticipated.
The study recommends future research to include longitudinal studies to explore the dynamic nature of these factors over time, investigating whether the nature, severity, or timing of ACEs/PCEs have differential influences.
Additionally, there is a need to expand the conceptualisation of what constitutes an ACE or PCE. The findings also highlight the potential role of Educational Psychologists (EPs) in supporting children and young people across multiple systems who have experienced individual and cumulative ACEs.
