Date of Award

4-3-2024

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Department of Psychology: School Psychology

First Advisor

Laura Finan

Abstract

This study delves into the intricate interplay between adverse childhood experiences (ACES), sense of self outcomes, and student-teacher relationships (STR). Utilizing a sample of 271 undergraduate students from a Mid-Western state, the research investigates the associations between ACES, self-esteem, social self-efficacy, and the role of STR as potential buffers against adverse outcomes. The findings revealed a high prevalence of reported ACES among participants, emphasizing the urgency to understand mitigating factors such as teacher relationships. Consistent with existing literature, ACES exhibited negative correlations with both self-esteem and social self-efficacy, underlining their detrimental impact on psychological well-being. Additionally, the study unveils a positive association between high school STR and college students’ sense of self, indicating the enduring influence of such relationships. Despite not finding significant moderation effects, the study underscores the pivotal role of teacher relationships in bolstering student well-being. These insights advocate for educational interventions emphasizing supportive teacher-student dynamics to foster positive developmental outcomes despite early adversities.

Comments

Imported from Spraggon_ilstu_0092N_12633.pdf

DOI

https://doi.org/10.30707/ETD2024.20240618063951272334.999921

Page Count

51

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