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SACAD: Scholarly Activities

Abstract

Numerous studies have examined the enduring impact of Adverse Childhood Experiences (ACEs) on individuals’ capacity to manage stress and effectively navigate challenges in the rigors of the university environment. Exposure to negative life events has shown to interfere with individuals’ psychological maturation, heightening an inclination to engage in risky behaviors, especially during pivotal developmental transitions like the start of college. Thus, investigating the impact of ACEs on college students is crucial as it could impair their societal well-being and increase mental health concerns and maladaptive behaviors in college (Schafer, 2021; King et al., 2024). The current research examines the role of ACEs and proactive coping strategies on college adjustment and risky behaviors. We hypothesize that higher ACEs would negatively impact college adjustment, but implementation of proactive coping strategies would positively impact college adjustment. Furthermore, we hypothesize that higher ACEs would predict higher levels of participation in risky behaviors, whereas higher levels of positive coping strategies would predict lower levels of participation in such behaviors. To test our hypothesis, we recruited 243 (36 men, 159 women, 6 other) college students. Participants completed psychological scales measuring ACEs (Felitti et al., 1998), Cognitive Appraisal of Risky Events (Fromme et al., 1997), College Adjustment (O’Donnell et al., 2018), and Proactive Coping Strategies (Greenglass et al., 1999). A Pearson correlation showed that ACEs were not correlated to college adjustment (r(231) = -.11, p = .11) but significantly correlated with past risky behaviors (r(224) = -.14, p = .04). Proactive coping (PC), preventive coping (PVC), and avoidance coping (AC) were not correlated with ACEs; r(226) = -.004, .06, and -.04 (p = .96, .40, and .51) respectively. To test main hypotheses, two multiple regression models were analyzed utilizing college adjustment and past engagement in risky behaviors as two respective outcomes. PC and PVC were statistically significant predictors of college adjustment (β = .18, t(223) = 2.24, p = .02; β = .22, t(223) = 3.03, p = .003) whereas ACEs and AC did not contribute to the model. In our second regression model, higher ACEs predicted significantly greater engagement in risky behaviors (β = .15, t(223) = 2.31, p = .02). Lastly, we explored the relationship between ACEs and individuals’ risk–benefit analysis of future engagement in risky behaviors; this association was not significant. The present study found that though ACEs influence undergraduate students’ involvement in risky behaviors (e.g., heavy drinking or risky academic behaviors), they do not impact students’ adjustment to college. This may be further explained by the finding that proactive and preventive coping strategies were strongly associated with positive college adjustment, while the use of these coping strategies was not related to ACEs. This result raises the possibility that individuals with ACEs who successfully reached college may have developed effective strategies for navigating the college environment, which could buffer them from adverse effects of ACEs. The influence of ACEs on risky behaviors and students’ appraisal of potential risks and benefits of these risky behaviors will be further discussed.

Faculty Advisor

Dr. J. April Park

Department/Program

Psychology

Submission Type

in-person poster

Date

3-30-2026

Rights

Copyright the Author(s)

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