Graduation Term
2024
Degree Name
Master of Science (MS)
Department
Department of Psychology: School Psychology
Committee Chair
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.
Access Type
Thesis-Open Access
Recommended Citation
Spraggon, Meredith, "Adverse Childhood Experiences and Adolescents’ Sense of Self Outcomes: the Moderating Role of Student-Teacher Relationships" (2024). Theses and Dissertations. 1957.
https://ir.library.illinoisstate.edu/etd/1957
DOI
https://doi.org/10.30707/ETD2024.20240618063951272334.999921