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The Influence of Childhood Adversity on Academic Performance, Cognitive Function, and Life Satisfaction in University Students
Published online by Cambridge University Press: 26 August 2025
Abstract
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Introduction
Childhood is a pivotal developmental phase, with experiences during this period significantly shaping future outcomes. Adverse Childhood Experiences (ACE), such as abuse, neglect, and household dysfunction, are linked to long-term adverse health outcomes, risky behaviors, and impaired cognitive function. These experiences can also negatively impact academic performance and life satisfaction. Despite the prevalence of (ACE), there is limited research in the Middle East.
Objectives
The study aim to examines the relationship between Adverse Childhood Experiences (ACE), academic performance, cognition, and life satisfaction among Sultan Qaboos University students.
Methods
This cross-sectional study recruited undergraduate students from Sultan Qaboos University using self-administered surveys distributed via social media and college administrations. It assessed ACE scores, academic performance (GPA), cognitive function, and life satisfaction through validated instruments.
Results
The study found that 26.5% of students had high ACE scores, with emotional abuse being the most common. Higher ACE scores were associated with a history of mental illness, urban residence, and lower family financial status. Significant negative correlations were found between ACE scores and life satisfaction, GPA, and cognitive function. Regression analysis revealed that higher ACE scores increased the likelihood of lower GPA and decreased life satisfaction, emphasizing the substantial impact of ACEs on university students’ well-being and academic performance.
Table 1: Multinomial Logistic Regression Results of GPA as Dependent Factor.
| GPA Category | Predictor | B | Sig. (p-value) | Exp(B) | 95% CI for Exp(B) |
|---|---|---|---|---|---|
| <2.00 | ACE Score | 0.317 | 0.025 | 1.373 | 1.041 - 1.811 |
| Gender | -1.639 | 0.001 | 0.194 | 0.073 - 0.517 | |
| College | -0.229 | 0.02 | 0.795 | 0.656 - 0.964 | |
| 2.00-2.49 | Gender | -1.889 | <0.001 | 0.151 | 0.066 - 0.345 |
| Academic Year | 0.338 | 0.012 | 1.403 | 1.079 - 1.824 | |
| College | -0.181 | 0.021 | 0.835 | 0.716 - 0.973 | |
| 2.50-2.99 | Academic Year | 0.343 | 0.007 | 1.409 | 1.100 - 1.805 |
Table 2: multiple linear regression analysis SWLS as dependent variable.
| Predictor | B | Std. Error | Beta | t | Sig. | 95% CI B |
|---|---|---|---|---|---|---|
| Gender | -0.932 | 0.577 | -0.069 | -1.614 | 0.107 | -2.066 to 0.203 |
| College | 0.358 | 0.117 | 0.131 | 3.066 | 0.002 | 0.129 to 0.588 |
| Financial Status | 1.14 | 0.566 | 0.094 | 2.015 | 0.044 | 0.028 to 2.251 |
| Diagnosed with Mental Illness | -3.355 | 1.015 | -0.144 | -3.305 | 0.001 | -5.350 to -1.360 |
| ACE Score | -1.112 | 0.174 | -0.298 | -6.41 | 0.00 | -1.453 to -0.771 |
Conclusions
The Study highlights the need for targeted interventions and support systems to address the diverse needs of students affected by (ACE). By understanding the long-term consequences of (ACE) and the mediating role of sociodemographic factors, educators, policymakers, and mental health professionals can develop strategies to promote resilience and well-being among young adults.
Disclosure of Interest
None Declared
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- European Psychiatry , Volume 68 , Special Issue S1: Abstracts of the 33rd European Congress of Psychiatry , April 2025 , pp. S533 - S534
- Creative Commons
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.- Copyright
- © The Author(s), 2025. Published by Cambridge University Press on behalf of European Psychiatric Association
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