First Semester Academic Functioning of College Students: The Role of Stressful and Traumatic Life Events

• Published in: International journal for the scholarship of teaching and learning Vol. 13; no. 2
• Main Authors: Warnecke, Ashlee, Lewine, Richard
• Format: Journal Article
• Language: English
• Published: Centers for Teaching & Technology at Georgia Southern University 29.05.2019; Georgia Southern University
• Subjects: Academic Achievement; academic outcomes; Academic Records; Anxiety; Biographies; College Freshmen; Correlation; Depression (Psychology); Experience; Grade Point Average; Grades (Scholastic); Low Income Students; Measures (Individuals); Mental Health; Poverty; Public Colleges; Research Universities; resilience; Resilience (Psychology); Socioeconomic Background; Stress Variables; Student Welfare; Trauma; Withdrawal (Education)
• ISSN: 1931-4744; 1931-4744
• DOI: 10.20429/ijsotl.2019.130208

The present study sought to better understand the role of stress and trauma history and resiliency among students from low socioeconomic backgrounds and their college academic outcomes. Self-reported history of stressful and traumatic life events, resilience, and demographic factors were collected at orientation for 54 "poor" students as determined by Federal standards. Academic record information was collected at the end of the first semester. The study sample was similar to other students in terms of event exposure, self-reported mental health symptoms, and resilience. Event exposure significantly correlated with course withdrawals, low grades (Fs and Ds), and mean grade point average. This research has implications for educators, mental health professionals, and college administrators.